Period 1

UNIT 1: A LONG AND HEALTHY LIFE

Lesson 1: Getting started – A healthy lifestyle

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic A long and healthy life;
- Gain vocabulary to talk about a healthy lifestyle;
- Get to know the language aspects: Past simple vs. Present perfect.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Familiarize with the ways to keep fit and stay healthy;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
1. (to) work out /wɜːk aʊt/ to exercise in order to improve the Tập luyện
strength or appearance of your body

2. (be) full of /fʊl əv/ containing a lot of something Đầy

3. diet (n) /ˈdaɪ.ət/ the food and drink usually eaten or Chế độ ăn
drunk by a person or group uống

4. balanced (adj) /ˈbælənst/ a balanced diet is a combination of Cân bằng

the correct types and amounts of food.

5. fit (adj) /fɪt/ healthy and strong, especially as Cân đối

a result of exercise

Assumption
Anticipated difficulties Solutions
Students are reluctant to work in - Encourage students to work in pairs and in groups so
groups. that they can help each other.

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 - Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech.
assigning tasks.
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Categorizing game: Classify healthy and unhealthy activities
c. Expected outcomes:
- Students can distinguish healthy and unhealthy activities
d. Organisation
Teacher’s & Students’ activities Contents
Categorizing game Lists of activities:
- Ss work in groups. Each group is given small - Healthy lifestyle
pieces of paper on which activities of healthy and + Eat fruits and vegetables
unhealthy lifestyle are written. + Drink enough water
- Each group has to classify them into correct + Have a balanced diet
categories. + Get regular exercise
- The first team to complete the task correctly is + Avoid tobacco and drugs
the winner. + Get enough good sleep
- Teacher asks the winner to go to the board and - Unhealthy lifestyle
show the correct answers. + Stay up late
+ Eat late in the evening
+ Eat too much sodium
+ Have excessive screen time
+ Overuse painkillers and sedatives
+ Eat fast food
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
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- Students can use key language more appropriately before they read.
d. Organisation
Teacher’s & Students’ activities Contents
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. (to) work out
- Teacher explains the meaning of the new 2. (be) full of
vocabulary by pictures. 3. diet (n)
- Teacher checks students’ understanding with the 4. balanced (adj)
“Rub out and remember” technique. 5. fit (adj)
- Teacher reveals that these five words will appear
in the reading text and asks students to open their
textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to healthy lifestyles.
- To help Ss identify the Past Simple and Present Perfect.
b. Content:
- Task 1: Listen and read. (p.8)
- Task 2: Read the conversation again and decide whether the following statements are true (T) or
false (F). (p.9)
- Task 3: Fill in the blanks to make phrases from Task 1 with the following meanings. (p.9)
- Task 4: Complete the text based on the conversation in Task 1. Use the correct form of the verbs in
brackets. (p.9)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the Questions:
book as well as the dialogue and answer the - What can you see in each picture?
questions. - Who are the speakers?
- Ss answer the questions in pairs. - What do you think they are discussing?
- Teacher plays the recording twice. Ss listen and Suggested answers:
read. - Water, vegetables, tape measure
- Teacher checks Ss’ prediction. T calls 2 Ss to - Nam and his friend Mark are the speakers.
read the conversation aloud. - They are discussing a healthy lifestyle.

Task 2. Read the conversation again and decide whether the following statements are true (T)
or false (F). (5 mins)

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 - Teacher tells Ss to read the conversation again Answer key:
and work independently to find the answers. 1. F (Nam used to eat a lot of fast food and
Remind Ss to underline the information and have bad habits.)
correct the false statements. 2. T
- Ss work independently to find the answers. 3. T
- Teacher has Ss compare the answers in pairs
before checking with the whole class.
- Teacher checks the answers as a class and gives
feedback.
Task 3. Fill in the blanks to make phrases from Task 1 with the following meanings. (5 mins)
- Teacher has Ss look at the box 1-4. Explain that Answer key:
these words are part of phrases related to healthy 1. energy
lifestyles and they are all in the conversation in 2. habits
Task 1. 3. regular
- Teacher asks Ss to read the definitions and the 4. balanced
words in the boxes so that the phrases on the left
match the definitions on the right. Underline the
phrases in the conversation.
- Check answers as a class.
Task 4. Complete the text based on the conversation in Task 1. Use the correct forms of the
verbs in brackets. (5 mins)
- Teacher tells Ss to read the summary. Focus Answer key:
attention on the verbs in brackets. 1. ate
- Teacher asks Ss to complete the sentences, using 2. has started
the correct verb form. In weaker class, teacher 3. (has) given
may have Ss refer to the conversation in Task 1. 4. visited
- Check answers as a class. 5. has just celebrated
- Elicit the verb tenses, i.e. Past Simple and
Present Perfect

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss memorize the basic knowledge on how to stay healthy;
- To get Ss to speak about how to be strong and healthy.
b. Content:
- Role play
c. Expected outcomes:
- Students can give a short talk about good habits to stay healthy.
d. Organisation
Teacher’s & Students’ activities Contents

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 Task 5. Role-play
- Teacher asks Ss to work in groups. Students’ own creativity
- In each group, one student plays the role of grandpa
who is in his 90s and still very strong and healthy.
Others are grandchildren.
- Grandpa is giving advice on how to be healthy.
- Ss have 3 minutes to prepare for the role-play.
- Teacher invites 1 or 2 groups to come to the stage and
do the role-play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to the best
group.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how to keep fit and stay healthy.
- Prepare for the project in Lesson 8

Period 2
UNIT 1: A LONG AND HEALTHY LIFE
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic A long and healthy life;
- Recognise and practise strong and weak forms of auxiliary verbs;
- Review the use of Present perfect and Past simple tenses.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to have a healthy lifestyle;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis

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 Past simple tense Present perfect tense
1. Describe something started and 1. Describe something that started in the past, and is still
finished in the past happening now (often used with since, for, so far)
E.g. You did a great job yesterday. E.g: You have done a great job so far.
2. Describe something that was 2. Describe something that was completed in the very recent
completed in the past (often used past (used with just and recently)
with a time phrase) E.g. We have just moved to Hai Phong.
E.g. We lived in Hai Phong when I
was little.
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so that
Students are reluctant to work in
they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks
(before every activity).
Students may lack vocabulary to
- Provide vocabulary and useful language before assigning
deliver a speech
tasks
- Encourage students to work in groups so that they can help
each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and answer the question: What do humans need to do to stay healthy?
c. Expected outcomes:
- Students can listen and find out some ways to stay healthy from the video clip.
d. Organisation

Teacher’s & Students’ activities Contents

VIDEO WATCHING Suggested answers:
https://www.youtube.com/watch?v=UxnEuj1c0sw - Eat a good balance of all kinds of food
- Ss work in 4 groups. Each group is given a big- - Drink lots of water
sized piece of paper and markers. - Do lots of exercises
- Ss watch the video once and list out good habits - Keep clean and wash off germs
to stay healthy mentioned in the video. - Have enough sleep
- All teams stick the paper on the boards.
- Teacher checks the answers of each group.
- The group that has the most correct answers is the
winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise strong and weak forms of auxiliary verbs.
- To help Ss practise strong and weak forms of auxiliary verbs.

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b. Content:
- Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs. Then
practice saying them. (p.9)
- Task 2: Read the sentences out loud. Pay attention to the strong and weak forms of the auxiliary
verbs. Then listen and check. (p.9)
c. Expected outcomes:
- Students can pronounce the strong and weak forms of auxiliary verbs in Yes-No questions
correctly.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary
verbs. Then practise saying them. (5 mins)
- Teacher asks Ss to listen to the recording. Have Notes:
them pay attention to the strong forms (in red) and - Auxiliary verbs at the beginning of
the weak forms (in blue) of the auxiliary verbs. Yes/No questions do not receive stress and
- Teacher asks Ss to listen to the recording again, are pronounced in their weak forms.
but this time, have them repeat the words in red - At the end of short answers, they often
and green only. receive stress and are pronounced in their
- Teacher asks Ss to read the notes in the short forms.
Remember! Box which is above the conversation. Mark: Have you started working out
Check understanding by asking individual Ss to again? /həv/
briefly explain the strong and weak forms of Nam: Yes, I have /hæv/
auxiliary verbs. Mark: Was it your grandfather who taught
/wəz/
you?
Nam: Yes, it was /wɒz/
Task 2: Work in pairs. Read the sentences out loud. Pay attention to the strong and weak
forms of the auxiliary verbs. Then listen and check. (7 mins)
- Teacher asks Ss to read quickly through the Answer key:
questions and answers. Check understanding. 1. Does she exercise? – Yes, she does.
- Teacher asks Ss to read the red and blue words /dəz/ /dʌz/
first before reading aloud the whole 2. Were you eating healthily? – Yes, I was.
sentences/conversations. /wə(r)/ /wɒz/
- Teacher has Ss work in pairs to take turns to read 3. Do you eat vegetables? – Yes, I do.
each sentence aloud. Ask them to pay attention to /də/ /du/
the strong and weak forms. 4. Can he get up early? – Yes, he can.
- Extension: Teacher may have pairs make new /kən/ /kæn/
questions and answers using auxiliary verbs in the
same sentence structures. Invite pairs to role-play
their conversations in front of the class. Have the
rest of the class say if they are using the strong
and weak forms of auxiliary verbs correctly.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words / phrases related to health and fitness.
- To help Ss practise the words in meaningful contexts.
b. Content:

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- Task 1: Match each word with its meaning (p.10)
- Task 2. Complete the sentences using the correct forms of the words (p.10)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
contexts.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Match each word (1-5) with its meaning (a-e). (6 mins)
- Teacher tells Ss that the words / phrases in the activity are Answer key:
related to health. 1. B
- Teacher has Ss match each word with its meaning. Encourage 2. C
Ss to look at the pictures and explain what they see. This way, 3. A
they will develop a better understanding of the words / phrases. 4. D
- In weaker classes, do the first one as an example before asking 5. E
Ss to match the rest individually or in pairs.
- Check the answers as a class.
Task 2. Complete the following sentences using the correct forms of the words in Task 1. (6
mins)
- Teacher tells Ss to read the sentences carefully and decide Answer key:
which word in Task 1 can be used to complete each of the 1. examined
sentences. Tell them to change the forms of some words if 2. treatment
necessary. 3. strength
- Teacher checks answers as a class. Have Ss call out the word 4. muscles
they have used in each sentence first. 5. suffering from
- Teacher confirms the correct answers. Ask Ss to explain the
meaning of each word using the definitions in Activity 1.
- Teacher asks some Ss to read the complete sentences.
- Extension: Invite individual Ss to add other topic-related
words they have learnt from Getting started or Task 1. Make
sure there are about 15 words. Teacher writes all the words on
the board. Have Ss study them for half a minute, then the
teacher asks Ss to cover/close their eyes. Erase one word from
the board. Have Ss open their eyes and identify which word is
missing. In stronger classes, ask Ss to make sentences with the
word. Continue until the board is empty.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss recognise the difference between the Past Simple and the Present Perfect.
- To help Ss practise the Past Simple and the Present Perfect.
b. Content:
- Task 1. Put the verbs in brackets in either the past simple or the present perfect. (p.11)
- Task 2. Talk about your healthy activities, using the past simple or the present perfect. (p.11)
c. Expected outcomes:
- Students know how to use the past simple or the present perfect and can apply it to give a short talk
on the given topic.
d. Organisation
Teacher’s & Students’ activities Contents

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 Task 1. Put the verbs in brackets in either the past simple or the present perfect. (6 mins)
- Teacher asks Ss to read the notes in the Remember Answer key:
box to review the differences between the Past Simple 1. saw
and the Present Perfect. Give more explanation and 2. suffered
examples if necessary. 3. have been improved
- Teacher asks Ss to pay attention to the meaning of 4. has just examined
each sentence and underline the key words (such as ago,
yesterday with Past Simple, and yet, already, for, since
with Present Perfect).
- Teacher asks Ss to pay attention to the active voice or
passive voice of the verbs.
- Teacher gives Ss time to complete the task.
- Teacher checks answers as a class by having
individual Ss write the sentences on the board. Go
through each sentence and ask Ss to explain why they
have used that particular form, e.g. 1. We use Past
simple here because it is an action that started and
finished in the past, and the grammatical clue here is
“yesterday”.
- Extension: Ask Ss to add 2-3 more sentences to each
item, using the Past simple and/or Present perfect where
appropriate, e.g. He saw the doctor yesterday. The
doctor examined him carefully. He has felt better since
then.
Task 2. Work in pairs. Talk about what you do to keep fit and healthy. Use the past simple or
the present perfect. (7 mins)
- Teacher lets Ss work in pairs. Suggested answer:
- Teacher asks Ss to talk to their partner and share about - I have exercised regularly for a year.
healthy habits/activities that they have done. It can be a - I went swimming last weekend.
conversation between two people or two separate talks - I went to the gym and did weigh-lifting
from the pair. yesterday. I wanted to build up my
- Teacher requires Ss to use the correct past simple and muscles and increase my strength.
present perfect tense. - The last time I had a medical treatment
- Teacher encourages Ss to apply the vocabulary they was 2 weeks ago.
have learnt in the lesson as well as the rules of
pronouncing strong and weak forms of auxiliary verbs
(if there are Yes-No questions in their dialogue).
- Extension: In stronger class, teacher may ask one
student to report what his/her partner has shared and
vice versa.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.

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 Period 3
UNIT 1: A LONG AND HEALTHY LIFE
Lesson 3: Reading – How to live a long and healthy life

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about healthy lifestyle habits.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and be able to apply the tips on how to develop healthy lifestyle habits in their own
life;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. life expectancy (n) /ˈlaɪf the number of years that a tuổi thọ
ɪkspektənsi/ person is likely to live

2. ingredient (n) /ɪnˈɡriːdiənt/ one of the things from which nguyên liệu
something is made, especially
ones that are used together to
make a particular dish

3. nutrient (n) /ˈnjuːtriənt/ a substance that is needed to chất dinh dưỡng

keep a living thing alive and to
help it to grow

4. (to) give off /ɡɪv ɒf/ to produce something such as a phát ra, tỏa ra
smell, heat, light, etc.

5. repetitive (adj) /rɪˈpetətɪv/ repeated many time lặp đi lặp lại

Assumption
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 Anticipated difficulties Solutions
Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Crossword
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by the
teacher.
d. Organisation
Teacher’s & Students’ activities Contents
Crosswỏd
- Ss work in groups and take turns to choose a Clues:
word. If they get the correct answer, they will have KEY WORD: A way of living that helps you
1 point. enjoy more aspects of your life.
If the answer is wrong or the group cannot find out 1. Eating too much fat can cause __________
the answer, the chance is for other groups. diseases.
- After 6 words, if a group can guess the key word, 2. Go on a ______ means to begin a specific
they can answer it. 5 points for the key word. nutritional plan in an attempt to lose weight or
- If the keyword is incorrect, that group will be out achieve some other health benefits.
of the game. 3. A clear liquid that has no color or taste when
it is pure.
4. A disease or period of sickness affecting the
body or mind.
5. The noun of ‘strong’
6. What is it? (Picture)
7. The subject P.E stands for _____ Education.
8. Doing exercises can burn out many _____.
9. To look at or consider a person or thing
carefully to discover something about them.
10. Do you _________ from any allergies?
11. Eating enough _____________ and fruits is
good for your digestive system.

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 e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Work in pairs. Look at the photos and discuss the questions. (4 mins)
Questions:
- Teacher asks Ss to work in pairs and
look at the pictures. They should discuss Which photos show healthy habits?
whether each picture shows a healthy or Which ones show unhealthy habits?
unhealthy habit, and give reasons for their Suggested answers:
answers. A. Picture A shows a healthy habit, because vegetables
- Teacher has some Ss share their answers are good for our health. They help us to lose weight and
with the whole class. have a healthy heart and skin.
- Teacher introduces the topic of the B. Picture B shows an unhealthy habit, because sleeping
reading text. late when you are sleeping, or having your laptop on
while sleeping all have bad effects on the quality of your
sleep, which in turn damages your health in the long run.
C. Exercising is a healthy habit. Working out regularly
helps you to keep fit, lose weight, develop muscles etc.
D. Eating fast food and eating too much are unhealthy
habits. These habits are not good for our hearts and
digestive system. They can lead to obesity/being
overweight, or heart diseases.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new 1. life expectancy (n)
vocabulary by pictures. 2. ingredient (n)
- Teacher checks students’ understanding 3. nutrient (n)
with the “Rub out and remember” 4. (to) give off
technique. 5. repetitive (adj)
- Teacher reveals that these five words
will appear in the reading text and asks
students to open their textbook to discover
further.
e. Assessment

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- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.
b. Content:
- Task 2. Read the article. Solve the crossword with words and phrases from it. (p.11)
- Task 3. Read the article again. Match the sections (A-C) with the headings (1-5) below (p.12)
- Task 4. Read the article again. Complete the diagrams with information from the text. Use no more
than two words for each gap (p.12)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Read the article. Solve the crossword with words and phrases from it. (6 mins)

- Teacher asks Ss to read the article.

- Teacher asks Ss to work in pairs to solve the
crossword using words from the text. Walk round the
class and provide help if necessary. Point out the part
of speech (v, n, adj) as well the text where they can
find the words.
- In weaker classes, give the first and / or last letter of
each word to help them work out the answers faster.
- Check the answers as a class. Have individual Ss Answer key:
write the words on the board. In weaker classes, check 1. ingredients
understanding of the words by asking Ss to make 2. life expectancy
sentences with them. 3. nutrients
4. work out
Task 3. Read the article again. Match the sections (A-C) with the headings (1-5) below. There
are TWO extra headings. (7 mins)
- Teacher asks Ss to read the five headings and make Answer key:
sure they understand their meaning. A-1
- Teacher asks Ss to read the text quickly, then match B-2
each of the three paragraphs with a heading. Remind C-5
them that there are TWO extra headings they will not
need.
- Teacher reminds Ss that incorrect headings for a
section are often “irrelevant” (i.e., not mentioned in the
section), “too narrow” (i.e., only representing part of
the section) or “too general” (i.e., not specific to that
section only).
- Check answers as a class.

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 - Teacher has Ss explain why certain headings are not
needed, e.g. Heading 3 only focuses on part of
Paragraph B so does not represent the main idea of the
whole paragraph. Heading 4 is too general and should
be the main idea of the whole text rather than a single
paragraph.
Task 4. Read the article again. Complete the diagrams with information from the text. Use no
more than TWO words for each gap (7 mins)
- Teacher asks Ss to study the diagram. Make sure they Answer key:
understand that each branch is a summary of a main 1. breakfast
paragraph of the text, and follows a logical sequence. 2. suitable
In weaker classes, give Ss an example, e.g. Branch A 3. regularly
shows what to do if we want to have a long and healthy 4. energy drinks/ exercising
life by eating better. The information is from 5. electronic devices
paragraph A in the text. As we can see, the first thing Suggested answers (for extension
to do is to look at food labels. Then we should avoid activity):
too much salt or sugar ... 1. We should avoid food with too much fat
- Teacher draws Ss’ attention to the gaps. Tell them (Not given/Stand up).
that they are going to fill in each blank with no more 2. We should work out hard from the start
than TWO words. These words should be taken from (False/left hand).
3. Blue light from electric devices makes it
the text.
hard to sleep. (True/right hand)
- Teacher encourages Ss to guess the type of
4. You should turn off electronic devices
information they need for each gap. E.g. For Blank (1)
and go to bed immediately. (False/left
we need a noun. For Blank (2) it is an adjective.
hand)
- Teacher asks Ss to scan through each paragraph,
5. If you find it hard to sleep, you may try
locate the information for each gap, check if the to count the sheep. (Not given/Stand up)
answers have no more than TWO words and fit the
blanks in terms of both meaning and the type of
information they have guessed earlier.
- Check answers as a class.
Extension: Play a game: Make some statements based
on the text and have Ss decide whether they are True,
False or Not Given by doing some actions. If the
statement is True according to the text, they should
raise their right hand. They should raise their left hand
for a false statement, and stand up if it is Not given (No
information is provided).
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (8 mins)
a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;

14
 - To give students authentic practice in using target language.
b. Content:
- Discussion: Do you find the advice in the article useful? Have you tried following any of the
suggestions above?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation
Teacher’s & Students’ activities Contents
Task 5. Work in pairs. Discuss the following questions.

- Teacher asks Ss to work in pairs. Have them discuss if

they find any advice in the text useful for them and if Questions:
they have followed these suggestions themselves. - Do you find the advice in the article
Encourage them to explain why they find the advice useful?
useful and how they actually try or will try to - Have you tried following any of the
incorporate these healthy habits into their daily routine. suggestions above?
- Teacher invites some pairs to share their answers with
the whole class. Answers:
- Teacher asks other students to listen and give Students’ own ideas.
comments.
- Teacher gives feedback and gives marks to Ss’
performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about effective methods to live healthily and increase life expectancy.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Period 4
UNIT 1: A LONG AND HEALTHY LIFE
Lesson 4: Speaking – Giving instructions for an exercise routine
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to give instructions for an exercise routine;
- Memorise vocabulary to talk about an exercise routine.
2. Competences
- Gain some language expressions to talk about an exercise routine;
- Talk about the steps to give instructions for an exercise routine;

15
 - Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to give instructions for an exercise routine;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. slightly (adv) /ˈslaɪtli/ a little

2. star jump (n) /stɑː(r) dʒʌmp/ an exercise in which you stand with your legs together and your
arms at your sides and jump to a position with your legs apart
and your arms spread out

3. press-up (n) /ˈpres ʌp/ an exercise in which you lie on your stomach and raise your
body off the ground by pressing down on your hands until your
arms are straight

4. (to) squat /skwɒt/ to sit on your heels with your knees bent up close to your body
Assumption
Anticipated difficulties Solutions
Students may lack vocabulary to deliver - Provide vocabulary and useful language before assigning
a speech. tasks.
- Encourage students to work in groups so that they can
help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on an exercise routine;
- To set the context for the speaking part;
- To help Ss warm up and get ready for the lesson by some authentic physical practice.
b. Content:
- Watch a video and practice the exercise by following the instructions in the video.
c. Expected outcomes:
- Students can follow the instructions and memorize some of the steps.
d. Organisation
Teacher’s & Students’ activities Contents

16
 Video watching
- Teacher plays the video and asks the whole class to stand Link:
up. https://www.youtube.com/watch?
- Ss watch the video and follow the instructions. v=3XGNP_SzcI8&t=29s
- After the physical exercise, teacher asks Ss if they can
remember any instructions in the video (E.g: turn around,
clap your hands, stretch it out, jump, shake, stomp your feet)
- In pairs, Ss discuss to recall the instructions mentioned in
the video.
- Teacher invites some students to say out loud the actions.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- Introducing tips to give instructions.
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to give instructions for an exercise routine.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Look at the diagram. Match the two parts of each sentence to complete the
instruction
(4 mins)

- Teacher asks Ss if they know what a star jump is

or looks like. Do some star jumps for Ss to have a Answer key: 1. B 2. D 3. C 4. A
clearer idea. Tips to give instructions:
- Teacher asks Ss to match parts of the sentences 1. Start by ________ the process.
to complete the instructions for doing star jumps. 2. Sequencing the steps, using ______ words
- Check the answers as a class. or phrases (i.g: first, second, next, finally …)
Tips to give instructions: 3. give ______ direction at a time.
- Teacher designs a brief note in which tips to give Key:
instructions are summarized. Teacher asks 1. introducing
students to try to guess the answers in each blank 2. linking
without looking at the textbook. 3. one
- Teacher tells Ss to read the Remember box and
pay attention to the tips, examples and useful
phrases.
- Teacher asks Ss to give an example from the
matching exercise for each tip. Ask them to
underline the linking words or phrases.

17
 Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new 1. slightly (adv)
vocabulary with different techniques (pictures, 2. star jump (n)
actions, synonyms …) 3. press-up (n)
- Teacher checks students’ understanding with the 4. (to) squat
“Rub out and remember” technique.
- Teacher asks Ss to take notes on their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (20 mins)
a. Objectives:
- To help Ss practise linking words and phrases in giving instructions;
- To give Ss an opportunity to practise giving instructions for an exercise routine;
- To provide Ss with some basic information about How to burn fat.
b. Content:
- Task 2. Fill in the blanks with one word to complete the first part of the instructions. (p.13)
- Task 3. Practise giving the instructions for the rest of the exercise routine. (p.13)
- Task 4. Take turns demonstrating the exercise routine and giving instructions to the rest of the
class. (p.13)
c. Expected outcomes:
- Students know how to give instructions for the full exercise routine How to burn fat with suitable
linking words and phrases.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Look at the ‘How to burn fat’ exercise. Fill in each blank with ONE word to complete
the first part of the instructions (6 mins)
Suggested answers:
- Teacher asks Ss to study the ‘How to burn fat’
diagram. Tell them that this is an exercise routine that 1. First…
helps people to reduce fat in the body. 2. Second…
- Teacher makes sure Ss understand the words in the 3. Next/Then …
diagram. Have Ss study the pictures or use body
language to demonstrate each move. .
- Teacher asks Ss to use the words in the Remember
box to complete the first part of the instructions.
- Check answers as a class.
Task 3. Work in pairs. Practise giving the instructions for the rest of the exercise routine in
Task 2. (7 mins)

- Teacher asks Ss to work in pairs. They should give Suggested answers:

the full instructions for the “How to burn fat” routine. You can burn fat by doing this simple
- Teacher reminds Ss to refer to the tips and phrases in exercise routine. First, do star jumps for 20
the Tips box. seconds. Second, take a one-minute rest.

18
 - For weaker classes, give them more examples and Next, stand on one leg for 10 seconds. Then,
guidance by asking them to study the next picture in repeat on the opposite side for 10 seconds.
the sequence first (i.e., the third picture). Then ask After another one-minute test, do squats for
them to make a sentence with this picture, using the 30 seconds. Finally, rest for another
proper linking words and phrases (e.g. Then repeat on minute and run on the spot for 20 seconds.
the opposite side for 10 seconds). Correct them if
necessary and encourage the Ss to continue with other
pictures.
- Teacher walks around to provide help if necessary.
Extension: Have Ss play a guessing game in groups.
Each student gives instructions for a type of exercise
while the rest of the group try to guess it, e.g. Stand
with your legs together and your arms at your sides.
Then jump to a position with your legs apart and your
arms spread out. (star jumps) In stronger classes,
encourage Ss to come up with their own ideas for
exercise, e.g. Move along fast by taking quick steps.
Make sure you lift each foot before the next one
touches the ground. (running)
Task 4. Work in groups. Take turns demonstrating the exercise routine and giving instructions
to the rest of your group so that they can do the exercise with you. (7 mins)
- Teacher asks Ss to work in groups. They should take
Students’ practice
turns demonstrating and giving instructions for the
exercise routine while the rest of the group follow.
- Teacher has some groups come to the front and give
the instructions while the rest of the class perform the
routine together.
- Teacher praises groups for good effort, teamwork and
clear instructions.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: FREE PRACTICE (8 mins)
a. Objectives:
- To check students’ understanding about the language use in giving instructions for an exercise
routine;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Further practice: Students give instructions for another exercise routine.
c. Expected outcomes:
- Students can use the language and ideas from the unit to be more active and healthy.
d. Organisation
Teacher’s & Students’ activities Contents
Further practice Students’ practice
19
 - Teacher asks Ss to work in pairs and come up with
instructions for another exercise routine. (for example:
Warm-up exercise in the P.E lesson)
- Teacher invites some pairs to demonstrate their
routine in front of the class and give instructions.
- Teacher encourages the rest of the class to follow
their instructions and do the exercises.
- Teacher gives feedback and give marks to Ss’
performance.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Period 5
UNIT 1: A LONG AND HEALTHY LIFE
Lesson 5: Listening – Food and health

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about food and health;
- Memorize vocabulary to talk about food and health.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Be aware of good food for health and how to build up a healthy meal;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 1, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis

20
 Form Pronunciation Meaning
1. cut down /kʌt daʊn ɒn / to reduce the size, amount or number of something
on

2. acne (n) /ˈækni/ a skin condition, common among young people, that produces
many pimples (= spots), especially on the face and neck

3. skincare (n) /ˈskɪnkeə(r)/ the use of creams and special products to look after your skin

4. fitness (n) /ˈfɪtnəs/ the state of being physically healthy and strong

5. brown rice /ˌbraʊn ˈraɪs/ rice that is light brown because it has not had all of its outside part
(n) removed

Assumption
Anticipated difficulties Solutions
Students may lack vocabulary to - Provide vocabulary and useful language before assigning
deliver a speech. tasks.
- Encourage students to work in groups so that they can
help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of - Make sure they understand the meaning and
the recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on health and fitness;
- To set the context for the listening part;
b. Content:
- Do a quiz about health and fitness.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

Teacher’s & Students’ activities Contents

Quizizz
- Ss use their electronic devices to access the link Link:
on quizizz and join the game. https://quizizz.com/quiz/creator/
- Teacher shows the questions one by one, the 6358dea9023bb3001d2b0f40/edit

21
 whole class completes the quiz to answer the
questions.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (9 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Choose the correct meanings of the underlined word and phrase. (4 mins)
Answer key:
- Teacher writes the phrase “balanced diet” on the
1. A
board. Help Ss to recall what a “balanced diet” is.
2. B
(i.e. A diet that contains different kinds of foods in
appropriate amounts to give our body the nutrients
it needs). Ask Ss if they have a balanced diet.
- Teacher asks Ss to do the activity by choosing the
word or phrase with the closest meaning to the
underlined ones.
- Check answers as a class. Make sure Ss
understand their meaning.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new1. (to) cut down on
vocabulary with different techniques (pictures,2. acne (n)
actions, synonyms …) 3. skincare (n)
- Teacher checks students’ understanding with the4. fitness (n)
“Rub out and remember” technique. 5. brown rice (n)
- Teacher asks Ss to take notes on their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (20 mins)
a. Objectives:
- To help Ss practise listening for the main idea;

22
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about food and health.
b. Content:
- Task 2. Listen to a TV chat show about teen health. Circle the topic of the show. (p.13)
- Task 3. Listen again. Tick the food which is recommended in the talk. (p.13)
- Task 4. Listen again and complete the sentences. Use ONE word for each answer. (p.14)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Listen to a TV chat show about teen health. Circle the topic of the show. (6 mins)
Answer key:
- Teacher tells Ss that they are going to listen to a TV chat
show. C. Healthy food for young people
- Teacher has them read the four topics and checks
understanding.
- Teacher plays the recording and has Ss choose the topic
of the talk.
- Teacher reminds Ss that incorrect choices are often
“irrelevant” (i.e., not mentioned in the talk), “too narrow”
(i.e., only representing part of the talk) or “too general”
(i.e., too broad or too vague)
- Check answers as a class. Explain why C is the correct
answer (i.e., the talk is about different kinds of healthy
foods for teenagers) and why other answers are incorrect
(i.e., A, D are not mentioned, and B is not the main idea of
the whole talk).
Task 3. Listen again and tick the food which is recommended in the talk. (7 mins)

- Ss work in pairs.
- Teacher has Ss read the list of foods in the table, and Answer key:
guess which ones are good for skin and brain, and which Good for skin Good for
ones are good for bones and muscles. & brain bones &
muscles
- Teacher plays the recording. Ask Ss to put a tick ✓ next
to the food which is mentioned and recommended in the food with ✓eggs
talk. Emphasise that they should tick words that are not sugar ✓ fish
only mentioned in the talk, but also recommended by the white rice ✓ butter
speaker as being good. ✓ yoghurt ✓ carrots
- Check answers as a class. lemons potato chips
✓ green
- Teacher may ask some additional questions to check Ss’
vegetables
comprehension of other details in the listening text, e.g.
Who is Katherine Jones? (A food expert) What do many
people think of when they want to improve their health?
(Expensive health products and fitness programmes).
Task 4. Listen again and complete the sentences. Use ONE word for each answer. (7 mins)

23
 - Teacher asks Ss to listen again and complete each
Answer key:
sentence with only one word.
1. sugar
- Teacher instructs Ss to read the question carefully, 2. concentrate
underline the key words and identify the word form of the 3. stronger
blank. Ss should also try to guess the word in the blank. 4. exercise
- Teacher plays the recording again.
- Teacher asks Ss to go to the board and write the answers.
- Check the answers as a class. If Ss don’t get the correct
word, teacher lets them listen to that part again.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (8 mins)
a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Students make a healthy meal plan for one day and explain why they have selected the foods.
c. Expected outcomes:
- Students can use the language and ideas from the unit to eat more healthily.
d. Organisation
Teacher’s & Students’ activities Contents
Suggested answers:
- Teacher puts Ss in groups and has each group make a
healthy meal plan for one day, including three main meals 1. Breakfast
plus some morning and afternoon snacks. They should also - A bowl of beef noodles
think of the reasons why they would like to include certain - Orange juice
foods in the plan. 2. Morning snacks
- Teacher reminds Ss to refer to the foods they have ticked Sugar-free cookies and milk
in the table in Activity 3. Encourage them to brainstorm 3. Lunch
other healthy ingredients and think about what meals they - Brown rice
can prepare using them. In weaker classes, do the - Grilled chicken breast
brainstorming with all Ss and write the best ideas on the - Green salad: lettuce, tomato,
board.
cucumber, bell pepper, boiled eggs
- Teacher gives each group a big-sized piece of paper and
- Dessert: Watermelon
colors so that they can also decorate their paper.
- Teacher invites some groups to share their meal plans in 4. Afternoon snack
front of the class. Yogurt, banana and granola
5. Dinner
- Whole grain bread
- Fish and sweet potatoes
- Broccoli and carrot
- Dessert: Grapefruit
e. Assessment

24
 - Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.

Period 6
UNIT 1: A LONG AND HEALTHY LIFE
Lesson 6: Writing – A short message

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a short message;
- Apply structures to express suggestions, invitation or acceptance.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Be polite and clear when writing a short message;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 1, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and in groups
so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ reading comprehension of short messages;

25
- To set the context for the writing part;
b. Content:
- Do a quiz game to get to know authentic short messages.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation
Teacher’s & Students’ activities Contents
Kahoot game
- Ss use their electronic devices to access the link Link:
on Kahoot.it and join the game. https://create.kahoot.it/details/281388ba-
- Teacher shows the questions one by one, the 8d64-465e-8a20-0b39b721e390
whole class answers the questions.
- After each question, teacher pauses for a moment
to ask Ss to give explanations for their choice.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson by showing one of
the short messages in 5 questions in the quiz.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-WRITNG (9 mins)
a. Objectives:
- To get students to know the structure of a short message;
- To help students revise some common expressions in writing a short message.
b. Content:
- Teach Ss elements of a short message together with useful expressions;
c. Expected outcomes:
- Students understand the structure and are familiar with the language of a short message.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Below is a short message. Put the parts in the correct order. (4 mins)
Answer key:
- Teacher asks Ss to work in pairs and rearrange the
B-D-C-A-E-F
parts A-F to make a meaningful message.
- Make sure Ss fully understand the content of the
words in the message. Provide help with vocabulary if
Ss don’t know any words (i.e. recipe means a set of
instructions for preparing a particular dish, including a
list of the ingredients required)
- Teacher asks a student to write the order on the board.
- Check as a class.
- After the correct order is identified, teacher shows the
message again on the screen and asks Ss “How many
parts are there in a message? ( 3 parts: Greeting,

26
 Message, Closing)
Useful expressions (5 mins)
- Teacher gives Ss a handout and asks them to classifyList of expressions:
the items into correct parts of a message. - Greeting
- Teacher lets Ss work in groups. + Hi,
- The groups show their answers on the board. + Hello,
- The whole class checks the task together. + Dear …,
- Message
+ Thank you for …
+ How about …
+ What about …
+ Why don’t we …
+ Shall we …
+ Remember to …
+ Don’t forget to …
+ I would like to invite you to …
+ Do you want to …
- Closing
+ See you again,
+ See you soon,
+ Write back soon,
+ Bye,
+ Love,
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (16 mins)
a. Objectives:
- To help Ss practise writing some common structures in a message;
- To help Ss write a complete message to reply to another message.
b. Content:
- Task 2. Write a sentence to express each message below. Begin with the words given (p.14)
- Task 3. Write a short message to reply to the one in Task 1. (p.14)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Write a sentence to express each message below. Begin with the words given. (6 mins)
- Teacher instructs Ss to do the task. Answer key:
- Before writing, Ss should identify the purpose of each 2. How about joining the reading
sentence and find out the suitable expression. (i.e. Question club with me?
1 is an invitation 🡺 “Why don’t you + V”) 3. Don’t forget to return the book to
- Ss do the task individually and then compare the answers the library.
with their friends. 4. I’m glad to come to your

27
 - Check as a class. birthday party.
5. Do I have to dress formally for
the party?
Task 3. Write a short message to reply to the one in Task 1. (10 mins)
Suggested answer:
- Teacher asks students to write a message to reply to the
one in Task 1. Hi Mai,
- Before Ss write the message, teacher asks them to review Thank you for inviting me to your
the structure of a message. house this Sunday. I am so glad to
- Teacher reminds Ss to include enough information: accept come to try some recipes from the
the invitation, suggest the time to meet, ask if you need to book with you. Shall we meet at 10
do some shopping in advance. a.m? Please tell me if I need to buy
- Students work individually in 7 minutes. something in advance to prepare
for the meal.
See you soon,
Linda.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (12 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

Teacher’s & Students’ activities Contents

Cross-checking Writing rubric
- Teacher has the pairs swap and gives feedback on 1. Organization: …/10
each other’s writing. Teacher shows a writing rubric to 2. Legibility: …/10
help Ss do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the 5. Grammar usage and mechanics:
owner and discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to
give suggestions to other Ss.
- Teacher chooses some typical errors and corrects as a
whole class without nominating the Ss’ names.
e. Assessment

28
 - Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

Period 7
UNIT 1: A LONG AND HEALTHY LIFE
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Distinguish bacteria and viruses and how to deal with them;
- Review expressions for offering help and responding to offers.
2. Core competence
- Be able to offer help and respond to offers;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to offer help to others when necessary;
- Protect their own health as well as their families’.
II. MATERIALS
- Grade 11 textbook, Unit 1, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. tuberculosis /tjuːˌbɜːkjuˈləʊsɪs/ a serious disease, caused by bacteria, bệnh viêm phổi
(n) in which swellings appear on the lungs
and other parts of the body

2. organism (n) /ˈɔːɡənɪzəm/ a living thing, especially one that is loài sinh vật
extremely small

3. diameter (n) /daɪˈæmɪtə(r)/ a straight line going from one side of a đường kính
circle or any other round object to the
other side, passing through the centre

4. antibiotic (n) /ˌæntibaɪˈɒtɪk/ a substance, for example penicillin, thuốc kháng sinh

29
 that can destroy or prevent the growth
of bacteria and cure infections

5. cell (n) /sel/ the smallest unit of living matter that tế bào
can exist on its own. All plants and
animals are made up of cells.

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in groups. that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech.
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy life.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Mysterious creature
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation
Teacher’s & Students’ activities Contents
Game: Mysterious creature Clues:
- Ss work in groups. 1. The kind of education that takes place
- There are 4 questions which relate to a key over the Internet
picture. 2. A substance that is put into the body of a
- T asks Ss to guess the word in each puzzle and person or animal to protect them from a
guess the key picture behind after each puzzle is disease by causing them to produce
opened. antibodies
- The group which gets the correct answer of the 3. A covering for your face or for part of
key picture is the winner. your face
4. A set of measures aiming at stopping the
spread of an infectious disease, based on
staying away from other people as much as
possible.
Answer key:
1. Online learning
2. Vaccine
3. Mask

30
 4. Social distancing
KEY WORD: Corona virus
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)
a. Objectives:
- To provide a model conversation in which speakers offer help and respond to offers.
- To review expressions for offering help and responding to offers.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p.15)
- Task 2: Work in pairs. Make similar conversation for these situations (p.15)
c. Expected outcomes:
- Students can use appropriate language to express help and respond to offers in certain situations.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1: Listen and complete the conversation with the expressions in the box. Then practise
it in pairs. (6 mins)
- Teacher asks Ss if they have ever been to the gym or Answer key
1. A
know how to use fitness equipment.
2. C
- Teacher tells Ss that they are going to listen to a 3. B
conversation between a teenager, Tam, and a trainer. 4. D
While listening, they should complete the conversation
with the words they hear.
- Teacher gives Ss some time to skim through the
conversation. Check understanding of words such as
treadmill or workout. Use the photo to illustrate these
words if necessary.
- Teacher plays the recording once in stronger classes
and twice in weaker classes.
- Teacher checks answers as a class. Play the recording
again, pausing after each blank to confirm the correct
answers.
- Teacher puts Ss into pairs and has them practise the
conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which are Useful expressions
mixed together. Ss have to classify them into 2 groups: - Offering help:
offering help and responding to offers. + Can I give you a hand?
- Ss work in groups to do the task. + Can I help you with …?
- Check as a class. + Let me help you with …
- T asks if Ss can add some more expressions. + What can I do for you?
+ Is there anything (else) I can do for
you?
- Responding to offers
+ That’s very kind/nice of you.

31
 + Thanks for your help.
+ Thanks, but I think I’m fine.
+ You are so kind. Thanks a lot.
Task 2: Work in pairs. Make similar conversation for these situations. (7 mins)
Teacher tells Ss that the words they used to fill in the Sample conversations:
gaps in Task 1 are used to offer help and respond to 1.
offers. A: Let me help you with the squats.
- Teacher asks Ss to read the list of useful expressions B: Oh, please. They’re so difficult to do.
and checks understanding. A: Here, let me show you. You should sit
- Teacher puts Ss in pairs and explains the task: to role- on your heels with your knees bent up
play conversations similar to the one in Task 1, but close to your body. Do it with me.
based on the two situations. Ss should play the roles B: Oh, like this?
given in this activity. A: Yes. Well done!
- Teacher gives Ss a few minutes to plan their B: Thanks for your help.
conversations before they role-play it (e.g. who will be 2.
Student A, who will be Student B, and have them B: Can I help you with anything,
underline key words in the task question). Have them Madam?
write down some prompts to help them. Encourage A: Oh, please. I’m looking for some food
them to swap roles. which is healthy for my family.
- Teacher walks round the class and provides help B: Well, I’ll recommend fresh fruits and
when necessary. vegetables. They’re very good for our
- Teacher asks some pairs to role-play their health. You can find plenty of them over
conversations in front of the whole class. Praise for there.
good effort, clear pronunciation and fluent delivery. A: That’s very kind of you.
B: You’re welcome.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives scores to evaluate Ss’ performance.
3. ACTIVITY 2: CLIL (15 mins)
a. Objectives:
- To introduce words / phrases related to health and fitness.
- To help Ss practise the words in meaningful contexts.
- To help Ss relate what they have learnt about bacteria and viruses to real-life situations.
b. Content:
- Task 1. Read the text and complete the comparison table below. (p.16)
- Task 2. Discuss in pairs. What would you say to these people? (p.16)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation
Teacher’s & Students’ activities Contents
Pre-teach vocabulary (4 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new 1. tuberculosis (n)
vocabulary by pictures. 2. organism (n)
3. diameter (n)
- Teacher checks students’ understanding with
4. antibiotic (n)
the “Rub out and remember” technique. 5. cell (n)

32
- Teacher reveals that these words will appear
in the reading text and asks students to open
their textbook to discover further.
Task 1. Read the text and complete the comparison table below. (6 mins)
- Teacher asks Ss some questions to find out what they Answer key:
already know about the topic, e.g. Do you know what Bacteria Viruses
1. Living or Living Not living
bacteria and viruses are? What is the similarity
not when
between bacteria and viruses? What is the difference?
entering the
- Teacher asks Ss what they want to know about the human
topic. Write their questions on the board, e.g. What are body?
some diseases caused by viruses? (Common cold, flu, 2. Which is Bigger Smaller
AIDS and Covid-19); What are some diseases caused smaller?
3. Examples tuberculosis Common cold,
by bacteria? (tuberculosis and food poisoning); What
of diseases or food flu, AIDS and
are some ways to treat or prevent diseases caused by
they can poisoning Covid-19
them? (Using medicines such as antibiotics or cause
vaccines) 4. How to Antibiotics Vaccines
- Teacher asks Ss to study the comparison table in Task treat/prevent
1. Make sure they understand the first column. diseases
Encourage them to guess the answers. caused by
- Teacher tells Ss that they are going to read about them?
viruses and bacteria. As they read, they should fill in
the comparison table to show the differences between
viruses and bacteria.
- Teacher explains or elicits any new or difficult words,
e.g. organism, infectious, food poisoning, antibiotics,
germs, infect. In stronger class, encourage them to
guess their meaning from context as they read the text.
- Teacher has Ss read the text and complete the table
individually.
- Check answers as a class.
- Teacher goes back to the questions on the board, i.e.
the things Ss wanted to know about the topic. Ask
which of the questions they can answer now and cross
them out. Assign the rest for homework.

Task 2. Discuss in pairs. What would you say to these people? (5 mins)
Suggested answers:
- Teacher asks Ss to read the two statements
- To Anne: Covid-19 is caused by (Corona)
and checks their understanding.
viruses. Antibiotics are useful for treating
- Teacher tells Ss to read the text again before
diseases caused by bacteria, not viruses. A
they decide how to respond to them. better way to protect yourself from viruses in
- If time allows, have Ss discuss their answers general and Corona viruses in particular is to
in pairs. get vaccinated.
- Teacher asks some Ss to share their answers - To Joe: Not all bacteria are bad or dangerous.

33
 in front of the class. Ask other Ss if they agree Some bacteria are useful for our body and
or disagree, and give/add more reasons to nature (e.g. some can help us to digest food or
explain their answers. absorb nutrients, some can help to decompose
rubbish in nature). Therefore, we should not try
to get rid of them all.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: EXTRA ACTIVITY (5 mins)
a. Objectives:
- To help Ss gain some knowledge about Coronavirus and Covid-19 pandemic.
- To help Ss be aware of some measures to protect themselves from coronavirus.
b. Content:
- Watch a video about Covid-19 pandemic and discuss.
c. Expected outcomes:
- Students know how to use the past simple or the present perfect and can apply it to give a short talk
on the given topic.
d. Organisation
Teacher’s & Students’ activities Contents
Watch a video about Covid-19 pandemic and discuss. (6 mins)
* Extension: Diseases caused by viruses:
● AIDS
- Teacher asks students to share their
knowledge about pandemics or diseases
● Common cold
caused by viruses and/or bacteria.
● Ebola

● Genital herpes
● Influenza
● Measles
● Chickenpox and shingles
● Coronavirus disease 2019
- Teacher plays a video about pandemics such Diseases caused by bacteria
as Covid-19 pandemic. Ask Ss comprehension
● Tuberculosis
questions to check understanding or have
them summarize the main points. ● Pneumonia
Guiding questions: ● Cholera
1. How can the corona virus spread? Link
2. What are some measures to avoid the https://www.youtube.com/watch?
spreading of the conora virus? v=8z9BsKpCJY0
Suggested answer:
1. Via vectors like objects we have touched
through sneezing or coughing
2. Wash your hands, use hydro alcoholic gel,
avoid touching your face, keep a safe distance,
don’t touch your mask, cough or sneeze into
your elbow
e. Assessment
- Teacher’s observation on Ss’ performance.
34
 - Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.

Period 8
UNIT 1: A LONG AND HEALTHY LIFE
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 1;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 1, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy life.
- To enhance students’ skills of cooperating with teammates.
b. Content:

35
- Game: Lucky number
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation
Teacher’s & Students’ activities Contents
Game: Lucky number Suggested words:
- Ss work in 2 teams. 1. bacteria
- There are 7 numbers, 2 of which are lucky ones. 2. antibiotic
- If Ss choose a lucky number, they get one point 3. vaccine
4. star jump
without answering the question.
5. squat
- If they choose the other numbers, one student of a
group picks up a piece of paper and sees the word
on it.
- This student has to use words or actions to
describe it (without saying the word directly)
- Other Ss try to guess the words. One point for a
correct answer.
- The group with the most points is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)
a. Objectives:
- To help Ss review strong and weak forms of auxiliary verbs.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the past simple and present perfect.
b. Content:
- Task 1: Circle the common pronunciation of the underlined auxiliary verbs. Then listen and check.
Practise saying the conversations in pairs (p.16)
- Task 2: Fill in each gap with one word. (p.16)
- Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then correct
it. (p.17)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1: Circle the common pronunciation of the underlined auxiliary verbs. Then listen and
check. Practise saying the conversations in pairs (4 mins)
- Teacher puts Ss in pairs and has them read the Notes:
- Auxiliary verbs at the beginning of Yes/No
conversations paying attention to the underlined
questions do not receive stress and are
auxiliary verbs. pronounced in their weak forms.
- In weaker classes, check if Ss can read the phonetic - At the end of short answers, they often
transcriptions of the two forms. receive stress and are pronounced in their
- Teacher asks students to circle the correct short forms.
pronunciation of the auxiliary verbs.
- Check answers as a class by playing the recording. Answer key
- Teacher asks Ss to role-play the conversations in 1. B - A
pairs. Encourage them to use the correct forms of the 2. B - A

36
auxiliary verbs.
Task 2: Fill in each gap with one word. (4 mins)
- Teacher selects some words from the unit to write Answer key
1. cut
on the board, one letter at a time (also known as slow
2. suffer
reveal game, in which one letter of a word is given at 3. Working
a time from left to right until a student can guess the 4. balanced
whole word). Have individual Ss call out their 5. treatment
guesses.
- Focus attention on the sentences and have Ss skim
through them. Check if they know all the words.
- Teacher has Ss complete the activity.
- Check answers as a class.
- If time allows, ask them to find the texts where
these words first appear in the unit and call out the
section, e.g. cut down on first appears in the
Listening section.
Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then
correct it. (4 mins)
- Teacher explains to Ss that they are going to review Answer key:
the use of the past simple and present perfect. In 1. A (🡪 went)
weaker classes, give Ss some time to revise the 2. A (🡪 was)
grammar rules in the Language lesson before doing 3. B (🡪 when)
the activity. 4. B (🡪 haven’t/ have not done)
- Check answers as a class by asking individual Ss to
read the correct sentences and give reasons for their
corrections, e.g. 1. My grandfather went to hospital
last month. The time phrase ‘last month’ indicates
that the action was completed in the past
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)
a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise
giving a poster presentation.
b. Content:
- Presentation of posters about healthy habits by groups in class.
c. Expected outcomes:
- Students practice giving a poster presentation.
d. Organisation
Teacher’s & Students’ activities Contents
Instructions (given in Lesson 1 – Getting Started)
- T assigns the project after finishing Lesson 1 – Getting
Started. T divides class into 4 groups.
- Ss work in groups and make a poster to help teenagers
develop a healthy habit. (p.17)
- Ss choose one or some healthy habits that they think are

37
 important to teenagers. (having a balanced diet, taking
regular exercise, protecting themselves from certain
diseases, etc.)
- Ss do research carefully and select the most interesting
information to include in the poster. Pay attention to facts
and figures.
- T suggests Ss some designing tools or applications to
have an eye-catching lay-out for their poster.
- T makes sure that Ss answer 3 compulsory questions in Questions
the textbook. - What is a health habit?
- T asks the class to listen to the reports and ask questions - What are the benefits of this
if they would like to. habit?
- Ss have peer assessment by taking notes on a checklist - How can we develop this habit?
and then vote for the most attractive poster and the most
interesting presentation.
Students’ presentations
- All groups exhibit their posters and make presentations.
- When one group makes a presentation, others listen and
complete the evaluation sheet.

e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the group
which has the most votes.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 2.

Period 9
UNIT 2: THE GENERATION GAP
Lesson 1: Getting started – What is a generation gap?

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic The generation gap;
- Gain vocabulary to talk about generation gap;
- Get to know the language aspects: Modal verbs.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.

38
 3. Personal qualities
- Respect their family members through learning and understanding about the generation gap;
II. MATERIALS
- Grade 11 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. generation gap /ˌdʒenəˈreɪʃn the difference in attitude or behaviour khoảng cách thế hệ
(n.ph.) ɡæp/ between young and older people that
causes a lack of understanding

2. behaviour (n) /bɪˈheɪvjə(r)/ the way that somebody behaves, hành vi

especially towards other people

3. nuclear family /ˌnjuːkliə a family that consists of father, mother gia đình hạt nhân
(n.ph.) ˈfæməli/ and children, when it is thought of as a
unit in society

4. extended family /ɪkˌstendɪd a family group with a close gia đình mở rộng
(n.ph) ˈfæməli/ relationship among the members that
includes not only parents and children
but also uncles, aunts, grandparents,
etc.

5. follow in to do the same job, have the same nối nghiệp/ kế

somebody’s style of life, etc. as somebody else, nghiệp ai
footsteps especially somebody in your family
(idiom)

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in groups. that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver - Explain expectations for each task in detail.
a speech - Continue to explain task expectations in small chunks
(before every activity).
- Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they can

39
 help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of the generation gap;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Listing game: List as many words related to the topic A long and healthy life as possible.
c. Expected outcomes:
- Students can recall the previous knowledge and develop interest in the new lesson.
d. Organisation
Teacher’s & Students’ activities Contents
Listing game Lists of questions:
- Teacher divides the class into two teams and the How many generations are there in your
board in two halves and gives a board pen to one of family?
Do you and your parents like the same
the Ss in each team. music/ types of clothes/ TV programmes?
- Teacher calls out the theme from the previous unit Do you ever argue about anything in your
(A long and healthy life) and gives them two family?
minutes to write as many words related to that theme Do you do anything that your parents/
as they can. grandparents don’t like?
Do you listen to your parents/ grandparents
- Each student of the team comes to the board and all the time?
writes down a word.
- When the game is finished, Teacher has teams
check each other’s spelling and count how many
correct words each team has written.
- Teacher leads in the new lesson by asking some
questions.
e. Assessment
- Teacher observes the groups, listens to Ss’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
Teacher’s & Students’ activities Contents
Vocabulary pre-teaching New words
- Teacher introduces the vocabulary. 1. generation gap (n.ph.)
- Teacher explains the meaning of the new vocabulary 2. behaviour (n)
by pictures. 3. nuclear family (n.ph.)
- Teacher checks students’ understanding with the “Rub 4. extended family (n.ph)
40
 out and remember” technique. 5. follow in somebody’s footsteps
- Teacher reveals that these five words will appear in the (idiom)
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to the generation gap.
- To help Ss learn modal verbs.
b. Content:
- Task 1: Listen and read (p.18)
- Task 2. Read the conversation again. Tick (✓) the true information about Mark and Mai. (p.19)
- Task 3. Find words or phrases in Task 1 that have the following meanings. (p.19)
- Task 4. Choose the modal verbs used in Task 1 to complete the sentences. (p.19)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the Questions:
book as well as the dialogue and answer the - What can you see in each picture?
questions. - Who are the speakers?
- Ss answer the questions in pairs. - What do you think they are discussing?
- Teacher plays the recording twice. Ss listen Suggested answers:
and read. - I can see a teacher and two students in the
- Teacher checks Ss’ prediction. T calls 2 Ss picture.
to read the conversation aloud. - Ms Hoa, Mark and Mai are the speakers.
- They are discussing the generation gap.
Task 2. Read the conversation again. Tick (✓) the true information about Mark and Mai. (5
mins)
- Teacher tells Ss to read the conversation Answer key:
again and work independently to find the Mar Mai
answers. Remind Ss to underline the k
information. 1. has some arguments √
- Ss work independently to find the answers. over small things
- Teacher has Ss compare the answers in pairs with family members
before checking with the whole class. 2. lives with √
- Teacher checks the answers as a class and grandparents who
gives feedback. have traditional
views
3. lives in a nuclear √

41
 family
4 has parents who √
don’t force their
children to follow in
their footsteps.
Task 3. Find words or phrases in 1 that have the following meanings. (5 mins)
- Teacher has Ss look at the box 1-4. Explain Answer key:
that these words are part of phrases related to 1. generation
the topic of generation gap and they are all in 2. (a) nuclear family
the conversation in Task 1. 3. (an) extended family
- Teacher asks Ss to read the definitions and 4. arguments
find the suitable words. Underline the words/
phrases in the conversation.
- Check answers as a class.
Task 4. Choose the modal verbs used in 1 to complete the sentences. (5 mins)

- Teacher tells Ss to read each sentence

Answer key:
individually. Then ask them to find the
1. has to
answers in the conversation.
2. have to
- Teacher checks answers by first asking the
3. should
class to call out the correct modal verb only,
4. must
then by calling on individual Ss to read the
complete sentences.
- Teacher checks answers as a class.
- Teacher calls out each modal verb form and
elicits what students know about the use of
these modal verbs.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives
- To help Ss practise speaking skills;
- To help Ss memorize the basic knowledge on the generation gap.
b. Content
- Role-play
c. Expected outcomes
- Students can give a short talk about the generation gap and how to bridge the gap.
d. Organisation
Teacher’s & Students’ activities Contents
Task 5. Role-play Students’ own creativity.
- Teacher asks Ss to work in groups.

42
 - In each group, students play the role of grandparent(s),
parent(s) and children.
- Each group thinks about a situation (clothes choice/
music taste, etc.) that shows the differences among
generations and creates a short role-play about the
differences with suitable solutions.
- Ss have 3 minutes to prepare for the role-play.
- Teacher invites 1 or 2 groups to come to the stage and
do the role-play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to the best
group.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how the generation gap manifests in your family.
- Prepare for the project in Lesson 8

Period 10
UNIT 2: THE GENERATION GAP
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic The generation gap;
- Recognise and practise contracted forms;
- Review the use of Modal verbs: must, have to, and should.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Understand about the generation gap;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 2, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis

43
 • We use must and have to to say it is necessary to do something at present.
Example: Oh, it’s 10 p.m. I must go home now.
I have to go home now.
• We use have to to talk about the past or future.
Example: My grandmother had to do all household chores.
We will have to accept these generational differences.
• When the speaker decides what is necessary, we use must. When someone else makes the
decision, we use have to.
Example: I must clean my room before my friend comes to stay with me.
I have to clean my room every day. (My mother forces me to do it.)
• We use mustn’t to express something we are not allowed to do.
Example: You mustn’t behave rudely towards other people.
• We use don’t have to to say that something is not necessary.
Example: They don’t have to wear uniforms at the weekend.
• We use should or shouldn’t to give advice, make a recommendation, or offer an opinion
about what is right or wrong.
Example: I think parents should limit their children’s screen time.

Assumptions
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks
(before every activity).
Students may lack vocabulary to
- Provide vocabulary and useful language before
delivera speech
assigning tasks
- Encourage students to work in groups so that they can
help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of the generation gap;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Quizizz
c. Expected outcomes:
- Students can listen and find out some ways to stay healthy from the video clip.
d. Organisation
Teacher’s & Students’ activities Contents
Quizizz Link:
- Ss use their electronic devices to access the link https://quizizz.com/admin/quiz/
on quizizz and join the game. 6384e7b420f73e001e34eec8?
- Teacher shows the questions one by one, and the source=quiz_share
whole class answer the questions.
- After the game, Ss with the highest point is the

44
 winner.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise contracted forms.
- To help Ss practise contracted forms.
b. Content:
- Task 1: Listen and repeat. Pay attention to the contracted forms in the following sentences. What
are their full forms? (p.19)
- Task 2: Listen and circle what you hear: contracted or full forms. Then practice saying these
conversations in pairs. (p.19)
c. Expected outcomes:
- Students can pronounce the contracted forms correctly.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1: Listen and repeat. Pay attention to the contracted forms in the following
sentences. What are their full forms? (5 mins)
- Teacher asks Ss to listen to the recording. Have Answer key:
them pay attention to the contracted forms. 1. we will
- Teacher asks Ss to circle the words in contracted 2. You are
forms. 3. cannot
- Teacher asks Ss to work in pairs and take turns to 4. That is
read the sentences in full form. 5. do not
- Teacher checks the answers as a class. 6. let us
Task 2: Listen and circle what you hear: contracted or full forms. Then practice saying
these conversations in pairs. (7 mins)
- Teacher asks Ss to read quickly through the Answer key:
questions and answers. Check understanding. 1. A: What’s
- Teacher plays the recording twice, if necessary, B: We’ll
pausing after each sentence and asks Ss to repeat as a 2. A: Don’t you
class. B: don’t
- Students circle the forms they hear. 3. A: who’ll
- Teacher has Ss work in pairs to take turns to read B: I will
each sentence aloud.
- Teacher checks as a class.
Extension: In stronger classes, Teacher writes down
some sentences or short conversations using the full
forms on the board or pieces of paper. Put Ss in pairs
and have them write the contracted forms, e.g.
A: You should not make so much noise. (shouldn’t)
B: I do not make any noise. I am as quiet as a mouse.
(don’t; I’m)
Teacher asks Ss to practise them in pairs. Then invite
some pairs to read them in front of the class.
e. Assessment

45
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words / phrases related to generational differences.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words to make phrases that mean the following. (p.20)
- Task 2. Complete the sentences using the correct forms of the phrases in 1. (p.20)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Match the words to make phrases that mean the following. (6 mins)
- Teacher asks Ss to read the definitions of the phrases Answer key:
first and checks understanding. 1. traditional view
- Teacher has Ss match each word with another one to 2. common characteristics
make a phrase having the definition right next to it.
- In weaker classes, do the first one as an example 3. generational conflict
before asking Ss to match the rest individually or in 4. cultural values
pairs.
- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the phrases in 1. (6 mins)
- Teacher tells Ss to read the sentences carefully and Answer key:
decide which word in Task 1 can be used to complete 1. cultural values
each of the sentences. Tell them to change the forms 2. generational conflicts
of some words if necessary. 3. common characteristics
- Teacher checks answers as a class. Have Ss call out 4. traditional view
the word they have used in each sentence first.
- Teacher confirms the correct answers. Ask Ss to
explain the meaning of each word using the
definitions in Activity 1.
- Teacher asks some Ss to read the complete
sentences.
- Extension: In stronger classes, have Ss play a game
individually or in pairs. Each student or pair writes a
short meaningful text in which all four phrases have
been used. Give a time limit of three minutes and have
each student or pair read out their texts. The other Ss
give a mark out of 10. Have Ss add up their marks.
The winner is the student or pair with the highest
score.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)

46
a. Objectives:
- To help Ss recognise the difference between Modal verbs: must, have to, and should.
- To help Ss practise Modal verbs: must, have to, and should.
b. Content:
- Task 1. Circle the correct answers to complete the sentences. (p.20)
- Task 2. Work in pairs. Are there any rules in your family or things that you or your parents think
are necessary? Share them with your partner. Use must, have to, and should. (p.21)
c. Expected outcomes:
- Students know how to use the past simple or the present perfect and can apply it to give a short talk
on the given topic.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Circle the correct answers to complete the sentences. (6 mins)
- Teacher asks Ss to read the notes in the Remember Answer key:
box to review the differences between Modal verbs: 1. must
must, have to, and should. Give more explanation and 2. have to
examples if necessary.
- Teacher gives Ss time to complete the task. 3. should
- Teacher checks answers as a class by having 4. had to
individual Ss write the answers on the board. Go
through each sentence and ask Ss to explain why they
have used that modal verb.
- Extension: Teacher writes some phrases expressing
things that are required, necessary or a good idea to
do. Make sure that each one can be used with a modal
verb. For example, stop at the red light (must), show
your passport to get on the plane (have to), rest when
you have a cold (should), use your mobile phone
during an exam (mustn’t).
Teacher writes the modal verbs on the board and has
Ss put the phrases under one of them, and make
sentences, e.g. Drivers must stop at the red light. You
have to show your passport to get on the plane. You
should rest when you have a cold. You mustn’t use
your mobile phone during an exam.

Task 2. Work in pairs. Are there any rules in your family or things that you or your parents
think are necessary? Share them with your partner. Use must, have to, and should. (7 mins)

47
 - Teacher lets Ss work in pairs. Example:
- Teacher asks Ss to talk to their partner and share A: I have to be back home by 9 p.m.
about rules in your family or things that they or their B: Really? I don't have to. But my
parents think are necessary parents think I shouldn't stay out after
- Teacher requires Ss to use the correct modal verbs.
- Teacher encourages Ss to apply the vocabulary they 10 p.m.
have learnt in the lesson as well as the rules of
contracted forms.
- Extension: In stronger class, Teacher may ask one
student to report what his/her partner has shared and
vice versa.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3. Reading.

Period 11
UNIT 2: THE GENERATION GAP
Lesson 3: Reading – Different generations

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about different
generations.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and understand characteristics of different generations;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 2, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis

48
 Vietnamese
Form Pronunciation Meaning
equivalent
1. characteristic (n) /ˌkærəktəˈrɪstɪk/ a typical feature or quality that đặc điểm
something/somebody has

2. critical (adj) /ˈkrɪtɪkl/ making careful judgements có tính phản

biện

3. creative (adj) /kriˈeɪtɪv/ involving the use of skill and the sáng tạo
imagination to produce something
new or a work of art

4. platform (n) /ˈplætfɔːm/ the type of computer system or the nền tảng
software that is used
Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of different generations;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Mysterious picture
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by the
teacher.
d. Organisation
Teacher’s & Students’ activities Contents

49
 Game: Mysterious picture Clues:
- Ss work in groups. 1. special qualities that belong to a group of
- There are 4 questions which relate to a key people or things
picture. 2. a disagreement between different
- T asks Ss to guess the word in each puzzle and generations
guess the key picture behind after each puzzle is 3. beliefs about what is important in the
opened. culture of
- The group which gets the correct answer of the a particular society
key picture is the winner. 4. a belief or an opinion that has existed for a
long
time without changing
Answer key:
1. common characteristics
2. generational conflict
3. cultural values
4. traditional view
KEY WORD: GENERATIONS

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Work in pairs. Look at the photos. Discuss what you know about the generation in
each picture (e.g. age, characteristics, interests, life experiences). (4 mins)
Suggested answers:
- Teacher asks Ss to work in pairs and look at the
pictures. Generation X refers to the generation
- They should discuss what they know about the born between 1965 and 1980. Gen
generation in each picture. Xers are also known as critical
- Teacher has some Ss share their answers with the thinkers because they achieved higher
whole class. levels of education than previous
- Teacher introduces the topic of the reading text. generations.

Generation Y, also known as

Millennials, refers to those born
Generation X between the early 1980s and late
1990s. They are curious and ready to

50
 accept changes.

Generation Z includes people born

between the late 1990s and early
2010s, a time of great technological
developments and changes.
Generation Y

Generation Z
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. characteristic (n)
by pictures. 2. critical (adj)
- Teacher checks students’ understanding with the 3. creative (adj)
“Rub out and remember” technique. 4. platform (n)
- Teacher reveals that these four words will appear in
the reading text and asks students to open their
textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information;
- To develop reading skills for specific information.
b. Content:
- Task 2. Read the article. Match the highlighted words with their meanings. (p.21)
- Task 3. Read the article again and choose the best title. (p.22)
- Task 4. Read the article again. Tick (✓) the characteristics of each generation according
to the article. (p.22)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Read the article. Match the highlighted words with their meanings. (6 mins)
Answer key:
- Teacher asks Ss to read the text, paying attention to the context
of each highlighted word, and looking for clues that they can use 1. b
to guess the meaning. 2. d

51
- Teacher asks Ss to work in groups to discuss the clues and 3. e
compare answers. 4. a
- Teacher checks answers as a class. Have individual Ss write the 5. c
words on the board. In weaker classes, check understanding of
the words by asking Ss to make sentences with them.
Extension: Choose other words from the text and write them on
different pieces of paper. Give a word to each student, have them
check its meaning in a dictionary and write a short definition on
another piece of paper. Collect all definitions and place them face
up on a table. Have Ss swap their words, come to the table and
find the definition of their new word.
Task 3. Read the article again and choose the best title. (7 mins)
Answer key:
- Teacher asks Ss to elicit strategies they can use to read texts for
main ideas, e.g. paying attention to the topic sentence in each C. Characteristics of
paragraph, highlighting key information, or searching for different generations
conclusions.
- Teacher asks Ss to read the whole text once and choose the best
title for the text. In weaker classes, read through the three options
first and check understanding.
- Teacher asks Ss to work in pairs to compare their answers.
- Teacher checks answers as a class. In stronger classes, ask Ss to
explain why options A and B are not suitable titles, e.g. A: This is
not mentioned in the text. B: This is too broad and not closely
related to the text.
Task 4. Read the article again. Tick (✓) the characteristics of each generation according
to the article. (7 mins)
Answer key:
- Teacher asks Ss to read the descriptions given and underline the
key information in each of them.
- Teacher checks the key words Ss have underlined, e.g. 1. enjoy,
working, team; 2. use apps and digital devices, creative; 3.
critical thinking; 4. have their own business 5. known for, their
curiosity.
- Teacher reminds Ss that the statements may include paraphrased
information so they should look for synonyms or antonyms in the
text.
- Teacher asks Ss to read through the text looking for the key
information they underlined in the statements or words with the
same or similar meaning.
- Teacher checks answers as a class.
Extension: Put Ss into pairs. Have pairs write down two
statements about each generation on pieces of paper. Make sure
they are different from the statements in the activity. Ask some
pairs to come to the board and read their statements. The first S to
call out the correct generation wins a point. The winner is the S

52
 with the most points.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (8 mins)
a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Do you agree with the descriptions of each generation?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own opinions.
d. Organisation
Teacher’s & Students’ activities Contents
Task 5. Discussion
- Teacher asks Ss to work in pairs. Have them discuss if they agree
with the descriptions of each generation. Encourage them to explain Students’ own ideas.
why they agree or disagree.
- Teacher invites some groups to share their answers with the whole
class.
- Teacher asks other students to listen and give comments.
- Teacher gives feedback and gives marks to Ss’ performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Period 12
UNIT 2: THE GENERATION GAP
Lesson 4: Speaking – Talking about different generations

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Talk about different generations in the family;
- Know how to start a conversation or discussion.

53
 2. Competences
- Gain some language expressions to talk about different generations;
- Talk about different generations;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to talk about different generations;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 2, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ previous knowledge on different generations;
- To set the context for the speaking part;
b. Content:
- Students look at the picture and guess.
c. Expected outcomes:
- Students can follow the instructions and memorize some information about different generations.
d. Organisation
Teacher’s & Students’ activities Contents
Guessing game
- Teacher shows the picture about 3 generations with
clues.
- Teachers asks Ss to look at the rules then guess
which generation each set of clues indicates.
- Students speak out the name of each generation
based on the given clues.
- Teacher calls some students to provide more
information they can remember from the previous
lesson.
- Teacher gives comments and leads to the new
lesson.

54
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (5 mins)
a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- Introduce tips to start a conversation or discussion.
- Task 1: Put the sentences in order to complete the conversation, then practise in pairs.
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to give differences among generations in the family & role-play
a conversation about this topic.
d. Organisation
Teacher’s & Students’ activities Contents
Brainstorming
- Teacher asks Ss to read the example and the list of Tips to start a conversation or
suggested ideas individually. discussion:
* To start a conversation or discussion,
- Teacher checks students’ comprehension and explain
you can:
any phrases Ss may find difficult to understand, e.g. be + present the topic.
open to different points of view, have fixed ideas about Example: Let's talk about ...
the world, be open to new ways of thinking. + ask your partner for personal
- Teacher has Ss think about if any of these ideas are information related to the topic.
related to members of their family. Ask them to share Example: Ly, do you live with your
extended family?/ Ly, what kind of family
with a partner. In stronger classes, T has Ss give
do you have?
reasons for their choices. + ask for an opinion.
- Teacher asks Ss to brainstorm other ideas in pairs or Example: Ly, do you think there are any
as a class, and write them on the board, e.g. My sister differences between the generations of
is very creative. My father likes to listen and accept your family?/ Ly, what do you think
about your generation?
differences.
Tips to start a conversation or discussion:
- Teacher tells Ss to read the Remember box and pay
attention to the tips, examples and useful phrases.
- Teacher asks Ss to give more examples.
Task 1. Put the sentences (A–D) in order to complete the conversation. Then practise it in
pairs. (7 mins)
Answer key:
- Teacher asks Ss to study the given jumbled speakers’
1. C 2. D 3. A 4. B
lines and the beginning and end of the conversation.
- Teacher has Ss to work in pairs to rearrange the
jumbled sentences and walks around to offer help if
55
 necessary.
- Teacher checks answers as a class.
- Teacher gives time for the pairs to practise the
conversation and calls some pairs to practice in front of
the class.
e. Assessment
- Teacher checks students’ answers and gives feedback.
3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (24 mins)
a. Objectives:
- To help Ss practise structures to start a conversation or discussion;
- To give Ss an opportunity to practice talking about different generations;
- To provide Ss with some differences among generations.
b. Content:
- Task 2. Work in pairs. Talk about the different generations of your family. Use the model
and tips in 1, and the ideas below to help you. (p.23)
- Task 3. Work in groups. Discuss the following question and then report to the whole class. (p23)
c. Expected outcomes:
- Students know how to talk about different generations and use structures to start a conversation or
discussion.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Work in pairs. Talk about the different generations of your family. Use the model
and tips in 1, and the ideas below to help you. (9 mins)
Students’ answers
- Teacher explains the task and reminds Ss of the ways to
start a conversation.
- Teacher asks Ss to work in pairs, brainstorm ideas and
write down the questions for their conversation.
- Teacher asks pairs to practise their conversation at least
twice. Encourage them to swap roles so that each student
has a chance to ask and answer questions about their
family.
- Teacher walks around to provide help if necessary.
- Teacher invites some pairs to role play the conversation
in front of the class.
Task 3. Work in groups. Discuss the following question and then report to the whole class.
(8 mins)

- Teacher asks Ss to work in groups and have a group Students’ practice

discussion about the most common differences among
the generations of their families.
- Teacher tells groups to choose a group leader whose
role is to keep the discussion going and ensure that
everyone has a chance to speak. Remind group members
that they need to listen without interrupting their
classmates, wait for their turn to speak, take notes, and
contribute ideas.

56
 - Teacher walks around to offer help Ss, if necessary, and
encourages quiet group members to get involved.
- Teacher has some groups come to the front and report
their discussion.
- Teacher praises groups for good effort, teamwork and
interesting ideas.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: FREE PRACTICE (8 mins)
a. Objectives:
- To check students’ understanding about the language use in starting a conversation or discussion;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Further practice: Students talk about more differences in their family.
c. Expected outcomes:
- Students can use the language and ideas from the unit and develop their own ideas.
d. Organisation

Teacher’s & Students’ activities Contents

Further practice
- Teacher asks Ss to work in pairs, discuss and brainstorm
ideas about generation differences in their family. Students’ practice.
- Teacher invites some pairs to demonstrate their discussion
in front of the class
- Teacher encourages the rest of the class to follow their
friends’ performances and compare them with their own
ideas.
- Teacher gives feedback and gives marks to Ss’
performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

57
 Period 13
UNIT 2: THE GENERATION GAP
Lesson 5: Listening – Family conflicts

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about reasons for family conflicts;
- Memorize vocabulary to talk about family conflicts.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be aware of family conflicts;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 2, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. disagreement (n) /ˌdɪsəˈɡriːmənt/ a situation where people have sự bất đồng
different opinions about
something and often argue

2. upset (v) /ˌʌpˈset/ to make somebody/yourself gây khó chịu

feel unhappy, anxious or
annoyed

3. complain /kəmˈpleɪn/ to say that you are annoyed, phàn nàn (về)
(about) (v) unhappy or not satisfied about
somebody/something

4. allow (sb to do /əˈlaʊ/ to let somebody/something do cho phép (ai làm

st) (v) something; to let something gì)
happen or be done

5. appearance (n) /əˈpɪərəns/ the way that ngoại hình

somebody/something looks on
the outside; what

58
 somebody/something seems to
be
Assumption
Anticipated difficulties Solutions
Students may lack more - Provide vocabulary and useful language before assigning tasks.
vocabulary to deliver a - Encourage students to work in groups so that they can help
speech. each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the - Make sure they understand the meaning and pronunciation of
speed of the recording. important words.
- Teach them the skill of underlining key words in the questions
before they listen.
- Play more time if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on family conflicts;
- To set the context for the listening part;
b. Content:
- Watch a video about the reasons for family conflicts.
c. Expected outcomes:
- Students can name the reasons for family conflicts in the video.
d. Organisation
Teacher’s & Students’ activities Contents
Watch a video
- Teacher plays the video and asks the whole class to Link:
stand up. https://www.youtube.com/watch?
- Ss watch the video and note down the reasons for v=f1oyseKG9Y8
family conflicts.
- Teacher calls some Ss to share, then confirms the
answers.
- Teacher leads in the new lesson.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (10 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

59
 Teacher’s & Students’ activities Contents
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. disagreement (n)
with different techniques (pictures, actions, 2. upset (v)
synonyms…) 3. complain (about) (v)
- Teacher checks students’ understanding with the 4. allow (sb to do st) (v)
“Rub out and remember” technique. 5. appearance (n)
- Teacher asks Ss to take notes on their notebooks.
Task 1. Complete the following table about you. Work in pairs and compare your answers.
(5 mins)
- Teacher asks Ss to look at the picture and guess why Suggested answer:
the people are arguing. The daughter is fed up with her mother
- Teacher asks Ss to read the statements in the table telling her what to do all the time, and
and tick the correct information about them.
refuses to listen.
- Teacher has Ss work in pairs to compare their
answers. Encourage them to ask each other questions
and give more details about their answers.
Students’ own answers
- Teacher invites some Ss to share their answers or
their partners’ answers with the class.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (20 mins)
a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about family conflicts.
b. Content:
- Task 2. Listen to a conversation between Kevin and Mai. Number the things they talk about in the
order they are mentioned. (p.23)
- Task 3. Listen to the conversation again and answer the following questions using no more than
TWO words. (p.23)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Listen to a conversation between Kevin and Mai. Number the things they talk
about in the order they are mentioned. (8 mins)
Answer key:
- Teacher explains the format of this activity: Ss listen and number the
a-4

60
 b-3
things the speakers talk about in the order they are mentioned.
c-2
- Teacher has Ss read through statements carefully and check if they
d-1
understand the vocabulary and the context by asking questions such as
Who are the speakers? and What do you think they will be talking about?
- Teacher reminds Ss that the conversation may not contain the exact
words as in the statements so Ss should listen for synonyms or words with
similar meaning, e.g. screen time – the time I spend on my smartphone
and laptop, disagreements - conflict.
- Teacher plays the recording and has Ss listen and number the things
listed in the four statements.
- Teacher asks Ss to compare their answers in pairs or groups.
- Check answers by playing the recording again and pausing after the parts
of the conversation containing the information.

Task 3. Listen to the conversation again and answer the following questions using no more
than TWO words. (12 mins)

- Teacher has Ss read through the questions carefully and check if they
Answer key:
understand all the vocabulary.
1. Mai’s
- In stronger classes, ask Ss if they can answer the questions without appearance
listening to the conversation again. 2. At school.
- In weaker classes, have Ss think about the type of information they will 3. (His) homework.
need to answer each question, e.g. 1. something about Mai; 2. the place 4. Kevin’s eyesight/
his eyesight.
where Mai is not allowed to wear tight jeans; 3. the main reason why
5. 10 p.m.
Kevin uses his smartphone and laptop; 4. the thing(s) Kevin’s parents
worry about; 5. the time when Kevin’s parents take his smartphone and
laptop away.
- Teacher asks Ss to focus on the type of information that they will need.
Remind Ss of the word limit for each answer.
- Teacher plays the recording. Ask Ss to listen and take notes.
- Check answers as a class.
Extension: Play the recording, pausing before the last word of long
sentences and have Ss recall or guess it, e.g., play the sentence until the
word ‘appearance’: She keeps complaining about my … Have Ss call out
the last word. In stronger classes, ask Ss to write the words on the board.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (8 mins)
a. Objectives:
61
 - To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4: Work in groups. Discuss the following questions. (p.23)
c. Expected outcomes:
- Students can use the language and ideas from the unit to eat more healthily.
d. Organisation
Teacher’s & Students’ activities Contents
Task 4: Work in groups. Discuss the following questions.
- Teacher asks Ss to list the things that Mai’s and Questions:
Kevin’s parents complain about. Do you agree with Mai’s mother and
- Teacher puts Ss into groups. Ask each group to Kevin’s parents? Why/Why not?
choose a question. Walk round the class and offer Students’ answers
help if necessary. Make sure Ss take notes of their
discussion and makes a short summary.
- Teacher invites Ss from some groups to share their
opinions with the whole class. Encourage them to
give reasons.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson –Writing.

Period 14
UNIT 2: THE GENERATION GAP
Lesson 6: Writing – An opinion essay about limiting teenagers’ screen time

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write an opinion essay about limiting teenagers’ screen time;
- Apply structures to express opinions.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;

62
 3. Personal qualities
- Be polite and clear when writing an opinion essay;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 2, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and in groups
so that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ reading comprehension of short messages;
- To set the context for the writing part;
b. Content:
- Board race
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation
Teacher’s & Students’ activities Contents
GAME: Board race Example:
- Teacher gives instructions on how to S C R E E N (2
play the game and gives an example. points)
- Ss discuss in their teams and write down
the words. C U R I O U S (3
- Ss in each team take turns to write their points)
words on the board.
- Teacher confirms the correct words, S K I L L (1
decides the winner and leads in the lesson. point)
Rules and an example of the ‘board race
G E N E R A T I O N (2
game’:
points)
- The class is divided into teams.
- In one or two minutes (depending on the H A I R S T Y L E (2
number of the letters in the topic words), points)
Ss have to find the words which are
related to the topic and have one letter in 10 points
the topic word.

63
 - If the word begins with a letter in the
topic word, the team gets 1 point.
- If the letter of the topic word appears in
the middle position, the team gets 2
points.
- If the letter of the topic word is at the
end of the word they have found, the team
gets 3 points.
- For example, if the topic word is ESSAY
and with the words found in the table
below, a team gets 10 points in total.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-WRITING (9 mins)
a. Objectives:
- To get students to build up ideas that they can later use for their writing
b. Content:
- Teach Ss use the given note to build up ideas for their writing
c. Expected outcomes:
- Students build up ideas about why parents should/ shouldn’t limit teenagers’ screen time.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Work in pairs. Complete the notes using the sentences (A–D) in the box. (4 mins)
Answer key:
- Teacher asks Ss to read the four sentences and the
1. B
notes. Go through each reason with its supporting 2. C
examples, facts or explanations. 3. A
- Teacher explains that two of the sentences are 4. D
reasons and two – supporting examples or further
explanations.
- Teacher puts Ss into pairs. Have them work
together to complete the notes.
- Teacher checks answers as a class.

Useful expressions (5 mins)

- Teacher gives Ss a handout and asks them toList of expressions:
classify the items into correct groups. To express opinion:
- Teacher lets Ss work in groups. ∙ In my opinion, …
- The groups show their answers on the board. ∙ Personally, I think/ I believe
- The whole class checks the task together. (that)…
∙ I strongly believe that….
∙ It seems to me that…
∙ In my view, ...

64
 ∙ From my point of view, …
To add ideas:
∙ What is more, …
∙ Moreover/ furthermore/ in
addition (to)
∙ Firstly, …
∙ First of all, …
∙ Secondly, ...
∙ Thirdly, …
∙ Lastly, …
∙ Finally, …
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (16 mins)
a. Objectives:
- To help Ss familiarize with the structure and language of an opinion essay;
b. Content:
- Task 2. Read an opinion essay and match each paragraph with the correct description. (p.24)
- Task 3. Write an opinion essay (120–150 words) stating the opposite view. (p.24)
c. Expected outcomes:
- Students can write a complete essay of an opinion essay.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Read an opinion essay and match each paragraph with the correct description. (6
mins)
Answer key:
- Teacher asks Ss to read the four descriptions and put
them in the correct order. 1. D
- Teacher puts Ss in pairs to read and discuss the 2. C
structure of the model opinion essay. Then have them 3. A
match each paragraph with a description.
- Teacher checks answers as a class. 4. B
- To check understanding of the structure and
language of the opinion essay, ask questions, such as
How does the writer introduce the issue? What
expression does she use to introduce her point of
view? What linking words does she use to introduce
each reason?
Task 3. Write an opinion essay (120–150 words) stating the opposite view. (10 mins)
Suggested answer:
- Teacher asks Ss to read the introduction to the
opinion essay they are going to complete. Elicit that Digital devices play an essential part of
this essay defends the opposite view. Remind of the teenagers’ lives nowadays. I strongly
two reasons supporting this view in Activity 1. believe that parents should not strictly
- In stronger classes, encourage Ss to use their own limit their screen time for the following
ideas. reasons.
- Teacher has Ss work individually to write their first
First of all, I think that by limiting the
draft.
65
 - Teacher puts Ss in pairs and asks them to swap their use of technology, parents will also limit
draft essays for peer feedback. Encourage Ss to revise what teens can benefit from it. In fact,
their essays and correct any mistakes in their final teenagers can learn a lot of useful
draft.
knowledge and necessary skills through
- Teacher collects Ss’ essays to mark and provide
written feedback in the next lesson. online educational games and videos.
In addition, when teenagers’ screen time
is strictly controlled by their parents, the
gap between parents and children may
become wider. Teenagers may think that
their parents are very mean and not fair
to them, and may refuse to talk to them.
In conclusion, I believe that it is not a
good idea for parents to strictly limit
their teenagers’ screen time. Teens can
benefit from screen activities that
encourage learning and parents can
develop a better relationship with their
children if they don’t control the time
spent on electronic devices.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (12 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
Teacher’s & Students’ activities Contents
Cross-checking Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help 2. Legibility: …/10
Ss do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner
5. Grammar usage and mechanics:
and discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to give
opinions to other Ss

66
 - Teacher chooses some typical errors and corrects the
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

Period 15
UNIT 2: THE GENERATION GAP
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Know about the generation gap in Asian American families;
- Review asking for and giving permission.
2. Core competence
- Be able to ask for and give permission;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to offer help to others when necessary;
- Recognise the generation gap in Asian American families.
II. MATERIALS
- Grade 11 textbook, Unit 2, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks
(before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they can
help each other.
III. PROCEDURES

67
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of the generation gap.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Hidden picture
c. Expected outcomes:
- Students can get ready to learn about the generation gap in Asian American families
d. Organisation

Teacher’s & Students’ activities Contents

Game: Hidden picture Key:
- Teacher shows the instructions for the
game and asks Ss how to play.
- Teacher confirms the rules (if necessary).
- Ss work in 4 big groups and quickly raise
their hands to answer.
- Teacher calls the fastest group to answer Viet Nam Thailand
and gives points for the correct answers.
- The winner is the group with the most
correct answers.
- Teacher congratulates the winner and leads
in the new lesson. America Mexico
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers ask for and give permission.
- To review expressions to ask for and give permission.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p.25)
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One
of you is Student A, the other is Student B. Provide reasons for not giving permission. Use the
expressions below to help you. (p.25)
c. Expected outcomes:
- Students can use appropriate language to ask for and give permission in certain situations.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1: Listen and complete the conversation with the expressions in the box. Then practise
it in pairs. (6 mins)
- Teacher asks Ss to read through the incomplete Answer key
conversation. Check comprehension by asking 1. D
questions, e.g. Who are the speakers? What are 2. C
they talking about? 3. A
- Teacher has Ss listen and complete the 4. B
68
conversation with the expressions from the box.
- Teacher checks answers by asking two Ss to read
out the conversation.
- Teacher has Ss underline expressions used to ask
for permission (Can I …; Is it OK if I …) and
giving permission (Certainly./ I’m afraid not.).
- Teacher puts Ss in pairs and has them practise
the conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions Useful expressions
which are mixed together. Ss have to classify them Asking for permission:
into 3 groups: asking for permission, giving • (Please) Can I ...?
permission, and refusing permission. • Do you mind if I (go) ...?
- Ss work in groups to do the task.
• Would you mind if I (went) ...?
- Check as a class.
• Is it OK if I (go) ...?
- T asks if Ss can add some more expressions.
Giving permission:
• Sure.
• Of course you can.
• No problem.
• Please feel free to ...
Refusing permission:
• I’m afraid not.
• No, please don't.
• I'm afraid you can't.
• I’m sorry, but that’s not possible.
Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations.
One of you is Student A, the other is Student B. Provide reasons for not giving permission.
Use the expressions below to help you. (7 mins)
- Teacher asks Ss to read through the situations Students’ answers
and check understanding. Ask them if they have
been in similar situations and if they have been
given permission.
- Teacher has Ss work in pairs. In weaker classes,
underline words and phrases in the model
conversation that Ss can replace with information
from the new situations. You can also write some
prompts on the board.
- Teacher goes through the Useful expressions in
the box and reminds Ss to use them in their
conversations.
- In stronger classes, encourage them to be more
creative and use a variety of sentence structures.
- Teacher has Ss spend a few minutes planning
their conversations, e.g. decide how they are going
to start each one, whether they are going to give
permission and what reasons they are going to
give for not giving permission. Then have Ss
practise their conversations.

69
 - Teacher invites several pairs of Ss to role-play
their conversations in front of the class. Praise for
good effort, clear pronunciation, and fluent
delivery.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.

3. ACTIVITY 2: CULTURE (15 mins)

a. Objectives:
- To help Ss practise the words in meaningful contexts.
- To help Ss relate what they have learnt about the generation gap to real-life situations.
b. Content:
- Task 1: Read the text and complete the comparison table below. (p.25)
- Task 2: Work in groups. Discuss the following questions. (p.26)
c. Expected outcomes:
- Students understand the details in the text, memorise them and are able to use them in a
meaningful context.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Read the text and complete the comparison table below (6 mins)

- Teacher asks Ss some questions to find out what they already Answer key:
know about Asian American families, e.g. Who are Asian 1. English
Americans? (People in the USA who trace their roots in 2. American traditions
countries in Asia.) What ethnic groups do they come from? 3. native
Do you think Asian American families are different from 4. cultural values
American families? What is the difference?
- Teacher asks Ss what they want to know about the topic.
Write their questions on the board, e.g. What causes the
generation gap in these families? What are the parents in
these families like? What are the teenagers in these families
like?
- Teacher puts Ss into pairs. Ask them to read the text about
the generation gap in Asian American families and complete
the comparison notes. Walk round the class and offer help,
explaining unfamiliar words or answering questions.
- Teacher checks answers as a class by calling on pairs to write
the missing words on the board.
- Teacher goes back to the questions on the board, i.e. the
things Ss wanted to know about the topic. Ask which of the
questions they can answer now and cross them out. Assign the
rest for homework.

Task 2. Work in groups. Discuss the following questions. (5 mins)

- Teacher has Ss look back at the text and list the information Students’ answers.
about the conflicts in Asian American families, the parents’

70
 points of view; the teenagers’ points of view …
- Teacher asks Ss to work in groups and discuss the questions.
Walk around and help Ss if necessary.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: EXTRA ACTIVITY (5 mins)

a. Objectives:
- To help Ss apply the knowledge to talk about the differences among Asian American children and
Asian American parents.
b. Content:
- Talk about the differences among Asian American children and Asian American parents.
c. Expected outcomes:
- Students can talk about the differences among Asian American children and Asian American
parents.
d. Organisation
Teacher’s & Students’ activities Contents
Talk about the differences among Asian American children and Asian American parents.
(6 mins)
- Teacher asks the students to work in groups and Students’ answers
look at the summary about the differences among
Asian American children and Asian American
parents.
- Students use the structures to give opinions and
the ideas in the summary to talk about.
- Teacher calls some students to present in front of
the class.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 - Looking back and project.

Period 16
UNIT 2: THE GENERATION GAP
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 2;
71
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 2, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped speaking, - Encourage students to work in pairs and in
writing and co-operating skills when doing the groups so that they can help each other.
project. - Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.
- Have excessively talkative students practise.
- Continue to explain task expectations in
small chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of the generation gap.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can get ready to learn about differences among generations.
d. Organisation
Teacher’s & Students’ activities Contents
Game: Lucky number Suggested words:
- Ss work in 2 teams 1. cultural values
- There are 7 numbers, 2 of which are lucky ones. 2. traditional views
- If Ss choose a lucky number, they get one point 3. lifestyle
4. musical tastes
without answering the question.
5. career choices
- If they choose the other numbers, one student of a
group picks up a piece of paper and sees the word
on it.
- This student has to use words or actions to
describe it (without saying the word directly)
- Other Ss try to guess the words. One point for a
correct answer.

72
 - The group with the most points is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)
a. Objectives:
- To help Ss review contracted or full forms.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review Modal verbs: must, have to, and should.
b. Content:
- Task 1: Listen and circle what you hear: contracted or full forms. Practise saying these
conversations in pairs. (p.26)
- Task 2: Solve the crossword. Use the words or phrases you have learnt in this unit. (p.27)
- Task 3: Choose the correct answers A, B, C or D to complete the following sentences. (p.27)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1: Listen and circle what you hear: contracted or full forms. Practise saying these
conversations in pairs. (4 mins)
- Teacher asks Ss to listen and identify the forms: Answer key
contracted or full forms in each sentence. 1. mustn’t
- Teacher has Ss practise saying these exchanges2. don’t
in
pairs paying attention to the contracted forms. 3. It’s
- Teacher asks several pairs of Ss to role-play thehave
exchanges in front of the class. Praise for good
pronunciation and fluent delivery.
Task 2: Solve the crossword. Use the words or phrases you have learnt in this unit. (4
mins)
- Teacher has Ss look at the crossword, and the Answer key
clues. DOWN
- Teacher asks Ss to read each clue and focus Ss´ 1. nuclear
attention on the gap in it. 2. generation
- Teacher tells Ss to study the context carefully and ACROSS
decide on the word or phrase to fill in the gap. In
3. screen time
weaker classes, brainstorm vocabulary items
encountered in the unit and write them on the board 4. extended
for Ss’ reference. 5. conflict
- Teacher asks Ss to fill in the words/ phrases in the 6. digital native
crossword.
- Teacher has Ss check their answers in pairs /
groups.
- Teacher checks answers as a class by asking
individual Ss to read the sentences.
Task 3: Choose the correct answers A, B, C or D to complete the following sentences.. (4
mins)
- Teacher asks Ss to read each sentence and choose Answer key:
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 the correct modal verb to complete it.
- Teacher reminds Ss to study the context carefully
and decide which option is the correct one.
- Check answers as a class by playing the
recording.
- Teacher asks individual Ss to read the sentences.

e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)
a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise
giving an oral presentation.
b. Content:
- Presentation of generational differences among us.
c. Expected outcomes:
- Students are able to give an oral presentation about generational differences.
d. Organisation
Teacher’s & Students’ activities Contents
Instructions (already given in Lesson 1 – Getting Started)
- T assigns the project after finishing Lesson 1 – Students’ preparation
Getting Started. T divides class into 4 groups.
- Ss work in groups and prepare for the project
throughout the unit, the focus of this lesson should be
on the final product, which is an oral presentation of
survey results.
- Give Ss a checklist for peer and self-assessment.
Explain that they will have to tick appropriate items
while listening to their classmates’ presentations and
write comments if they have any. The presenters
should complete their self-assessment checklist after
completing their presentation.
- If necessary, go through the criteria for assessing
their talk to make sure Ss are familiar with them.
- Invite two or three groups to give their
presentations. Encourage the rest of the class to ask
questions at the end.
- Give praise and feedback after each presentation.
You can also give Ss marks for their presentation as
part of their continuous assessment.
Students’ presentations at class
- All groups make presentations. Students’ presentation
- When one group makes a presentation, others listen
and complete the evaluation sheet.
e. Assessment
- T gives comments and feedback to all presentations and awards a prize to the group which has the
most votes.
4. CONSOLIDATION (3 mins)
a. Wrap-up
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 - T asks Ss to talk about what they have learnt in the whole unit.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 3.

Period 17
UNIT 3: CITIES OF THE FUTURE
Lesson 1: Getting started – An exhibition of future cities

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Cities of the future;
- Gain vocabulary to talk about cities and smart living;
- Get to know the language aspects: stative verbs in the continuous form and linking verbs.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3. Personal qualities
- Arouse interests in life in cities of the future;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. impact (n) /ˈɪmpækt/ the effect or influence that an event, ảnh hưởng
situation etc has on someone or
something

2. public /ˈpʌblɪk buses, trains etc that are available for phương tiện công
transport (n) ˈtrænspɔːt/ everyone to use cộng

3. infrastructure /ˈɪnfrəˌstrʌktʃə/ the basic systems and structures that a cơ sở hạ tầng

(n) country or organization needs in order
to work properly, for example roads,
railways, banks etc

4. traffic jam /ˈtræfɪk dʒæm/ a long line of vehicles on a road that tắc nghẽn giao
(n) cannot move or can only move very thông

75
 slowly

5. carbon /ˈkɑːbən ˈfʊt the amount of carbon dioxide that a dấu chân cac-bon
footprint (n) ˌprɪnt/ person or organization produces by
the things they do, used as a way of
measuring the amount of harm they do
to the environment

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks
(before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they can
help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of an exhibition of future
cities;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Hot potato (Revise some of the target words learnt in Unit 2).
c. Expected outcomes:
- Students can revise some target words learnt in Unit 2.
d. Organisation
Teacher’s & Students’ activities Contents
Game: Hot potato Target words in Unit 2
- Ss stand in a circle or two rows facing each other and (generation gap, conflict, extended
set a time limit for the game. family, nuclear family, characteristic,
- T throws the ball to one student and has him/her call digital native, argument…)
out one target word or phrase from Unit 2. Then he/she
throws the ball to another student, who has to say
another target word.
- The game continues until the time is up or all Ss have
had a chance to say a word or phrase.

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e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
Teacher’s & Students’ activities Contents
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. impact (n)
- Teacher explains the meaning of the new vocabulary 2. public transport (n)
by pictures. 3. infrastructure (n)
- Teacher checks students’ understanding with the “Rub 4. traffic jam (n)
out and remember” technique. 5. carbon footprint (n)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To check Ss’ comprehension of the conversation.
- To introduce words and phrases related to healthy lifestyles.
b. Content:
- Task 1: Listen and read (p.28)
- Task 2. Read the conversation again and complete the notes. Use no more than TWO words for
each blank. (p.29)
- Task 3. Match the words to make phrases mentioned in 1. (p.29)
- Task 4. Complete the sentences with phrases from 1. (p.29)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the Questions:
book as well as the dialogue and answer the - What can you see in the picture?
questions. - How is the city different from that now?
- Ss answer the questions in pairs. - What do you benefit from living in this
- Teacher plays the recording twice. Ss listen and city?
read.
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 - Teacher checks Ss’ prediction. T calls 2 Ss to Suggested answers:
read the conversation aloud. - Tall buildings, roads in the air, flying
private vehicles
- People travel by flying objects instead of
going by car or bus. …
- Life will be more convenient without
pollution. …
Task 2. Read the conversation again and complete the notes. Use no more than TWO
words for each blank. (5 mins)
- Teacher tells Ss to read the conversation again Answer key:
and work independently to find the answers. 1. green areas
- Ss work independently to find the answers. 2. traffic jams
- Teacher has Ss compare the answers in pairs 3. technology
before checking with the whole class. 4. housing
- Teacher checks the answers as a class and gives
feedback.
Task 3. Match the words to make phrases mentioned in 1. (5 mins)
- Teacher has Ss look at task 3, and ask Ss to do Answer key:
the matching. 1. public transport
- Teacher asks Ss to read out the phrases they have 2. private vehicles
found and explain the meaning of them. 3. modern infrastructure
- Check answers as a class. 4. high-rise buildings
5. smart city
Task 4. Complete the sentences with phrases from 1. (5 mins)
- Teacher asks Ss to read the three statements. Answer key:
- Teacher asks Ss to complete the sentences, using 1. seems a good solution
the correct phrases from the text. 2. looks beautiful
- Check answers as a class. 3. ‘m thinking of

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practice speaking skills;
- To help Ss imagine their cities of the future.
b. Content:
- Interview
c. Expected outcomes:
- Students can give a short talk about their cities of the future.
d. Organisation
Teacher’s & Students’ activities Contents
Task 5. Interview

78
 - Teacher asks Ss to work in pairs. Ask them to draw their Students’ own creativity.
city of the future. Then, look at the picture and ask each
other.
- Teacher invites 1 or 2 pairs to come to the stage and do
the interview.
- Teacher asks other students to listen and give comments.
- Teacher gives feedback and gives marks to the students
with good performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how cities of the future look like.
- Prepare for the project in Lesson 8

Period 18
UNIT 3: CITIES OF THE FUTURE
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic cities of the future;
- Recognise and practise linking final consonants to initial vowels;
- Review the use of stative verbs in the continuous form and linking verbs.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to know more about cities and smart living;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Stative verbs in the continuous form Linking verbs
1. Describe a state rather than an action 1. Link the subject with an adjective or a noun that
- Thoughts and opinions (agree, believe, describes or identifies the subject.
remember, think, understand) 2. Common linking verbs: be, seem, look, become,
- Feelings and emotions (hate, love, prefer) appear, sound, taste, smell

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 - Sense (appear, feel, look, see, seem,
smell, taste)
- Possession (belong, have, own)
2. Stative verbs are not normally used in
the continuous form. However, some
stative verbs can be used in the continuous
form to describe actions, depending on the
context.
Eg: My dad has a new car.
He is having a good time.

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of cities and smart living;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Put the pieces of paper together into a picture of cities and smart living
c. Expected outcomes:
- Students can learn new vocabulary related to smart cities.
d. Organisation

Teacher’s & Students’ activities Contents

Put pieces of paper together Suggested answers:
- Ss work in 4 groups. Each group is given
some pieces of paper.
- Ss have to put the pieces of paper together into
a picture and give it a name
- The group that has the picture in the shortest
time and a relevant name is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise linking between a final consonant and an initial vowel.
b. Content:
- Task 1: Listen and repeat. Pay attention to the linking between the words in the sentences. (p.29)

80
- Task 2: Listen and mark the consonant and vowel sounds that are linked. Then practice saying the
sentences. (p.29)
c. Expected outcomes:
- Students can correctly pronounce the linking between a final consonant and an initial vowel.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1: Listen and repeat. Pay attention to the linking between the words in the
sentences. (7 mins)
- Teacher explains the importance of linking Notes:
words in spoken English. - When we speak naturally, we don’t pause
- Teacher explains that the linking is already between most words. We usually link the
marked, and asks Ss to read the sentences first end and beginning of some words so that
and say which sounds are linked. they are easy to say and flow together
- Teacher plays the recording and asks Ss to smoothly.
listen and repeat. Tell them to pay attention to - Consonant-to-vowel is very
linked sounds. common and occurs between a word
- Teacher asks Ss to practice reading the ending with a consonant sound and
sentences aloud in pairs. a word beginning with a vowel sound.
Task 2: Listen and mark the consonant and vowel sounds that are linked. Then practise
saying the sentences. (5 mins)
- Ask Ss to read the sentences and put a mark Answer key:
between the sounds they think are linked when 1. Traffic jams are the city's biggest
speaking. problem, especially during rush hour.
- Play the recording and have Ss check their 2. This is the most beautiful city I’ve ever
answers. visited.
- Play the recording again, pausing after each 3. Would you like a guided tour of the city
sentence, for Ss to repeat. Then say the linked this afternoon?
words for Ss to check their answers. 4. The Fine Art Museum was built in the
new urban area last year.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words / phrases related to cities and architecture.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words and phrases with their meanings. (p.30)
- Task 2. Complete the sentences using the correct forms of the words and phrases in 1. (p.30)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Match the words and phrases with their meanings. (6 mins)
- Ask Ss to work in pairs. Ask them to read the words and Answer key:
phrases and match them to their meanings. 1. c
- Check answers as a class. Call on one student to read an item 2. d

81
 aloud and another student to read its meaning. 3. e
- Check answers as a class. 4. a
5. b
Task 2. Complete the sentences using the correct forms of the words and phrases in 1. (6
mins)
- T has Ss work in pairs, tells them to read the sentences Answer key:
carefully and decide which word and phrase in 1 can be used 1. Traffic jam
to complete each of the sentences. T explains that they should 2. city dwellers
use the context clues to decide on the word / phrase, e.g. in the 3. roof gardens
first sentence, the gapped word is about the facilities needed 4. skyscraper
for a city to run smoothly. 5. urban centres
- Check answers as a class. Have Ss call out the word and
phrase they have used in each sentence first.
- Confirm the correct answers. Ask Ss to give reasons why
they have chosen the word / phrase by referring to the context
clues.
- Ask individual Ss to read the complete sentences.
- Extension: Have Ss make more sentences using the words
and phrases they have learnt. In stronger classes, divide the
class into teams and give each team five minutes to write as
many sentences as they can. Make sure there is at least one
sentence with each word or phrase. Ask teams to read them
and give a point for each correct sentence. The team with the
most points is the winner.
e. Assessment
- Teacher observes Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To give Ss an opportunity to practise stative verbs in the continuous form and linking verbs.
- To help Ss practise stative verbs in the continuous form and linking verbs in a speaking activity.
b. Content:
- Task 1: Choose the correct forms of the verbs to complete the following sentences. (p.30)
- Task 2: Find and correct the mistakes in the following sentences. (p.30)
- Task 3: Work in pairs. Talk about future developments in your neighbourhood. Use stative
verbs in continuous form and linking verbs. (p.31)
c. Expected outcomes:
- Students know how to use the stative verbs in the continuous form and linking verbs.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Choose the correct forms of the verbs to complete the following sentences. (4 mins)
- Tell Ss to read the explanations in the Remember! box on Answer key:
page 30. Check understanding of the grammar point by 1. think
asking questions and eliciting what stative verbs are and in 2. are thinking
which situation they can be used in the continuous form. 3. don’t see
- In weaker classes, give more examples to make sure Ss
understand the use of stative verbs,
Eg: I see no problems.
vs I’m seeing my friend tonight.

82
 This cake tastes delicious.
vs The cook is tasting the soup now.
- In stronger classes, have Ss come up with their own
example sentences.
- Ask Ss to work in pairs or individually to choose the
correct form of the verb in each sentence. Explain that they
can use the context clues to decide on the correct tense form
of the verb, e.g. the first sentence expresses an opinion so we
can’t use the continuous form.
- Check answers as a class and ask Ss to explain their
choices
Task 2. Find and correct the mistakes in the following sentences. (5 mins)
- Ask Ss to read the explanation and examples in the Key:
Remember! box on page 30. Check their understanding of 1. The urban lifestyle seems more
the grammar point by asking questions, e.g. What are exciting to young people.
linking verbs? When do we use them? - What goes after a 2. The museum building looks
linking verb? beautiful from a distance.
- In weaker classes, give more examples to make sure Ss 3. Widening the road sounds a good
understand the use of linking verbs, e.g. The perfume smells solution to traffic problems in this
nice. The cake tastes delicious. He appears/seems like a nice area.
person.
- In stronger classes, have Ss come up with their own
example sentences using linking verbs. Ask Ss if linking
verbs can be stative verbs (yes, some verbs such as be, look,
smell, taste, and sound are both linking and stative verbs).
- Ask Ss to work independently to find and correct the
mistakes in the sentences.
- Have Ss work in pairs to compare their answers.
- Check answers as a class by having individual Ss read out
the sentences or write them on the board.
Task 3: Work in pairs. Talk about future developments in your neighbourhood. Use stative
verbs in continuous form and linking verbs. (4 mins)
- Have Ss read the instructions and example, and make sure Student’s creativity
they all understand the context and what they have to do.In
weaker classes, model a short conversation with a student.
- Have Ss first brainstorm ideas for future developments in
their neighbourhoods, and write them down as prompts, e.g.
building a new road, designing more green spaces, creating
more walking and cycle paths, building a new shopping
centre.
- Put Ss in pairs and have them talk about their
neighbourhoods, using stative verbs in the continuous form
and linking verbs.
- Invite some Ss to report back to the class.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
83
- Do exercises in the workbook.
- Prepare for Lesson 3. Reading.

Period 19
UNIT 3: CITIES OF THE FUTURE
Lesson 3: Reading – Characteristics of future cities

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about characteristics of future
cities.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Activate Ss’ background knowledge about characteristics of future cities;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 3, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. sustainable (adj) /səˈsteɪ.nə.bļ/ involving the use of natural products bền vững
and energy in a way that does not
harm the environment

2. to operate (v) /ˈɒp.ər.eɪt/ to work in a particular way hoạt động

3. efficient (adj) /ɪˈfɪʃənt/ working well without wasting time, có hiệu quả
money, or energy

4. renewable (adj) /rɪˈnjuːəbəl/ of energy and natural resources that is có thể hồi
replaced naturally or controlled phục
carefully and can therefore be used
without the risk of using it all up

5. pedestrian zone /pəˈdɛstrɪən an area that has been concerted for the khu vực dành

84
 (n) zəʊn/ use of pedestrians only, by excluding cho người đi
all motor. bộ

6. livable/liveable /ˈlɪv.ə.bļ/ fit to live in đáng sống

(adj)
Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of characteristics of future
cities;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Kim’s game
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by the
teacher.
d. Organisation
Teacher’s & Students’ activities Contents
Kim’s game
- Ss work in two teams. Try to remember the
things on screen without writing.
- After that, Ss have 20 seconds to go to the
board and write all the words (name of the
things).
- The team with more correct words is the
winner.
Suggested answers:
1. tall buildings
2. No pollution
3. computers/robots
4. No traffic jam/congestion
e. Assessment
85
- Teacher observes the groups, gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead-in activity (Task 1)
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Work in groups. Discuss the questions. (4 mins)
Questions:
- Ask Ss to work in groups of three or four to discuss the
questions. Have Ss look at the pictures and elicit 1. What will future cities look like?
questions such as What do you see in the picture? What 2. Do you think they will be
is the city like? And then lead into the topic of the ‘smarter’ and more sustainable?
lesson. Why/Why not?
- Encourage Ss to come up with their own ideas. Focus
on the two main characteristics of future cities (smart
and sustainable).
- In weaker classes, write some prompts on the board for
Ss to think about, e.g. population, transport,
architecture. Ask questions related to each one, e.g.
Population: Do you think cities will be larger and more
crowded? Transport: Do you think there will be more
cars? Will people walk or ride bicycles? Will there be
flying vehicles? Architecture: Do you think all buildings
will be skyscrapers?
- Invite some groups to share their ideas with the class.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. sustainable (adj)
by pictures. 2. to operate (v)
- Teacher checks students’ understanding with the “Rub 3. efficient (adj)
out and remember” technique. 4. renewable (adj)
- Teacher reveals that these six words will appear in the 5. pedestrian zone (n)
reading text and asks students to open their textbook to 6. livable/liveable (adj)
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)

86
a. Objectives:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information about future cities
- To develop reading skills for specific information about future cities
b. Content:
- Task 2. Read the article. Circle the correct meanings of the highlighted words and phrases. (p.31)
- Task 3. Read the article again and decide whether the statements are true (T) of false (F) (p.32)
- Task 4. Read the article again and complete the diagram with information from the text. Use no
more than TWO words for each answer. (p.32)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Read the article. Circle the correct meanings of the highlighted words and
phrases. (6 mins)
Answer key:
- Ask Ss to read the whole text once to get an overall idea.
- T then has Ss focus on the highlighted words, looking for 1. A
context clues in the text and working out the correct 2. A
meaning. 3. C
- Encourage Ss to use the context in which the words are 4. B
used rather than looking them up in the dictionary.
- Have Ss to discuss the context clues option and compare
answers in small groups.
- Check answers as a class by inviting Ss to write them on
the board.
Task 3. Read the article again and decide whether the statements are true (T) of false
(F). (7 mins)
- T asks Ss to read the statements and checks
comprehension. Answer key:
- Remind Ss that the statements may include paraphrased 1. F
information so they should look for synonyms or words 2. T
with similar meaning. 3. T
- Tell Ss to read through the text to locate information 4. F
related to each statement, then read again, but this time
paying attention only to the parts of the text that contain the
answers.
- Check answers as a class. In stronger classes, have Ss
correct the false statements in pairs. Write them on the
board.
Task 4. Read the article again and complete the diagram with information from the
text. Use no more than TWO words for each answer. (7 mins)
- T asks Ss to read the points in the diagram using the
information in the text. Focus their attention on the gaps
and explain they only need two words for each gap.
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 - Tell Ss to read through the text to locate sentences
containing the answers.
- Have Ss work in pairs or groups to compare answers.
- Check answers as a class. In stronger classes, ask Ss to
explain the context clues they used for each answer. For
example, in the first sentence the missing information is a Answer key:
verb which expresses the purpose of the modern technology 1. support
used in the city, so the answer is ‘support’. 2. operate
Extension: Ask Ss to close their books. Choose three 3. green space
sentences from the text and write them on the board. Have
4. infrastructure
Ss read them aloud several times. Then erase two or three
words from each sentence and have Ss say them again,
including the missing words. Erase more words and repeat
until Ss are saying the full sentences from an almost empty
board.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (8 mins)
a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Would you like to live in a smart and sustainable city? Why/Why not?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

Teacher’s & Students’ activities Contents

Task 5. Discussion Suggested answers:
- T asks Ss to review the text quickly to get the ideas for 1. I would like to live in a smart
their answers. In strong classes, have Ss explain their city because of its modern
answers with other ideas that they may come up with. infrastructure. As a person who has
- Encourage Ss to explain their answers using as many a great interest in technology, I’d
reasons as possible. love to see how smart technologies
- Invite some Ss from different groups to give their
are used in a smart city and how
answers to the class.
they can make city dwellers’ life
better.

2. I wouldn’t want to live in a smart

city because life will become very

88
 expensive. I think using
technological advances will also
increase the taxes in smart cities
and people won’t be able to afford
some services. In addition, buying
your own home or renting a place
will become very expensive.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about the smart and sustainable city you would like to live in.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Period 20
UNIT 3: CITIES OF THE FUTURE
Lesson 4: Speaking – Discussing cities of the future

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to discuss different features of future cities;
- Memorize vocabulary to talk about different features of future cities.
2. Competences
- Gain some language expressions to talk about different features of future cities;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to talk about different features of future cities;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 3, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning

89
 1. environment (n) /ɪnˈvaɪrənmənt/ the natural world in which people, animals and
plants live

2. private vehicle (n) /ˈpraɪvət ˈviːəkl/ any vehicle that is used primarily for the private
purpose of the person who owns it

3. public transport /ˌpʌblɪk the system of buses, trains, etc. provided by the
(n) ˈtrænspɔːt/ government or by companies, which people use
to travel from one place to another

4. infrastructure (n) /ˈɪnfrəstrʌktʃə(r)/ the basic systems and services that are
necessary for a country or an organization to
run smoothly, for example buildings, transport
and water and power supplies

5. eco-friendly (adj) /ˌiːkəʊ ˈfrendli/ not harmful to the environment

6. sensor technology /ˈsensə(r) tek a technology that uses sensors to acquire

(n) ˈnɒlədʒi/ information by detecting the physical, chemical,
or biological property quantities and convert
them into readable signal.

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language if
deliver a speech. necessary.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on different features of future cities;
- To set the context for the speaking part;
- To help Ss warm up and get ready for the lesson by watching a video.
b. Content:
- Watch a video about some features of future cities.
c. Expected outcomes:
- Students feel excited about the new lesson.
d. Organisation
Teacher’s & Students’ activities Contents
Watch a video

Teacher plays the video and asks Ss some questions. Link:

90
 - Are there any differences between life in the video https://youtube.com/watch?
with that of ours? v=m1z1rAC7nBs&feature=share
- Do you like living there?

e. Assessment
- Teacher listens, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (15 mins)
a. Objectives:
- To get students to revise vocabulary related to the topic.
- To introduce more ideas for the main speaking task and get Ss involved in the lesson.
- To provide a model conversation in which speakers discuss one aspect of future cities and practise
using Wh-questions to keep the conversation going.
b. Content:
- Revise vocabulary related to the content of the lesson
- Task 1: Work in pairs. Complete the diagram with the ideas below. (p. 32)
- Task 2: Match the questions with the answers to make a conversation. Then practice it in pairs.
(p.33)
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to talk about different features of future cities.
d. Organisation
Teacher’s & Students’ activities Contents
Vocabulary revision (5 mins)
- Teacher writes words on the board New words:
- Teacher checks students’ understanding with 1. environment (n)
the “Rub out and remember” technique. 2. private vehicles (n)
- Teacher asks Ss to take notes on their 3. public transport (n)
notebooks. 4. infrastructure (n)
5. eco-friendly (adj)
6. sensor technology (n)
Task 1. Work in pairs. Complete the diagram with the ideas below. (4 mins)

- Ask Ss to work in pairs and decide which of the

ideas are related to each aspect of cities in the
future (Transport, Infrastructure and Living
conditions) by putting the statements in the Answer key:
appropriate blanks. 1. B 2. C 3. A
- Have Ss read the three statements and the text in
the diagram. Check understanding of more
difficult words and phrases.
- Check answers as a class by calling on pairs to
read their diagrams and explain the reasons for
their answers.
Task 2. Match the questions with the answers to make a conversation. Then practice it in
pairs. (6 mins)

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 - T explains that these three questions and
answers are based on a feature in 1 (transport).
Point out that the idea is further developed by
using Wh-questions. Suggested answers:
- Tell Ss to read the questions carefully and check 1. B
understanding before they do the matching. 2. C
- Call on some Ss to read the questions and 3. A
answers to the class.
- Further explain the use of Wh-questions to keep
the conversation going and encourage Ss to use
them while making conversations.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: LESS CONTROLLED PRACTICE (7 mins)
a. Objectives:
- To help Ss discuss the future cities and keep a conversation going by using Wh-questions
- To give Ss an opportunity to practise discussing features of future cities
b. Content:
- Task 3. Work in pairs. Ask and answer questions about one of the features of future cities in 1. Use
the model and the tips in 2 to help you. (p.33)
c. Expected outcomes:
- Students know how to discuss what the cities of the future will be like with the help of Wh-
questions.
d. Organisation
Teacher’s & Students’ activities Contents
Task 3. Work in pairs. Ask and answer questions about one of the features of future
cities in 1. Use the model and the tips in 2 to help you. (7 mins)

- T keeps Ss in pairs to talk about the features of Suggested answers:

future cities. A: How will city dwellers’ life be like in
- Remind Ss to use the model conversation and the the future?
tips in 2. B: Well, I think people’s lives will be
- Note that Ss can choose one aspect in 1 easier because AI technologies will help
(transport, infrastructure or living conditions) to them do many daily activities.
make their conversation.
A: So, what kinds of activities can be
- Invite some pairs to role-play their conversation
done by AI technologies?
in front of the class.
- Praise for interesting answers and fluent delivery B: Robots can help people do household
Extension: In stronger classes, encourage Ss to chores and smart sensors can inform
expand the conversation by using their own ideas people of possible congestion in the
or elaborate more based on the ideas given. street. It really saves people time and
money.
A: That’s great.
e. Assessment
- Teacher’s observation on Ss’ performance.

92
 - Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: FREE PRACTICE (15 mins)
a. Objectives:
- To strengthen students’ understanding about the language use in discussing cities of the future;
- To help some students enhance presentation skills;
- To practise team working;
b. Content:
- Task 4. Work in groups. Discuss what the cities of the future will be like and present your groups’
ideas to the whole class. (p.33)
- Further practice: Students discuss which features of future cities they like best.
c. Expected outcomes:
- Students can use the language and ideas from the unit to express their ideas.
d. Organisation
Teacher’s & Students’ activities Contents
Task 4. Work in groups. Discuss what the cities of the future will be like and present your
groups’ ideas to the whole class. (7 mins)

- Ask Ss to work in groups and discuss what future cities Students’ practice
will be like.
- Remind Ss to use the ideas already given in the previous
activities. In stronger classes, encourage Ss to come up with
their own ideas.
- Call on some groups to present their ideas to the class.
Further practice (8 mins)
- T asks Ss to work in pairs and talk about the features that
they like most about the future cities.
- T invites some pairs to present. Students’ practice.
- T gives feedback and gives marks to Ss’ performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Period 21
UNIT 3: CITIES OF THE FUTURE

93
 Lesson 5: Listening – Living in a smart city

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about living in a smart city;
- Memorize vocabulary to talk about a smart city.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details about
living in a smart city
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 3, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation
1. to interact (v) /ˌɪn.təˈrækt/

2. privacy (n) /ˈprɪvəsi/

3. sense of community (n) /sens əv kəˈmjuː.nə.ti/

4. neighbourhood (n) /ˈneɪbəhud/

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in
the questions before they listen.
- Play more time if necessary.
III. PROCEDURES

94
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on smart cities;
- To set the context for the listening part;
b. Content:
- Game: Excellent memory
c. Expected outcomes:
- Students gain knowledge on the topic.
d. Organisation
Teacher’s & Students’ activities Contents
Excellent memory
- Ss look at the picture for 20 seconds. Try to
remember all the smart city components.
- Teacher divides the class into 2 teams. Call one
student from each team to say the component, then
call another student from the other team. Game
ends when students can’t give more answers.
- After the game, the team with the higher point is
the winner.
- Teacher leads in the lesson.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Match the words and phrase with their meanings.
c. Expected outcomes:
- Students are able to understand the meaning and know how to pronounce some words from the
recording that they will listen to later.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Match the words and phrase with their meanings. (9 mins)
- Teacher introduces the vocabulary by showing Vocabulary:
pictures, actions, synonyms,... to get Ss to prepare for 1. to interact (v)
Task 1. 2. privacy (n)
- Write ‘Living in a smart city’ and elaborate with 3. sense of community (n)
questions, e.g, Do any of you live in a smart city? If not, 4. neighbourhood (n)
Have you heard of it? Can you name something that you Answer key:
can see in a smart city?,… 1. c
- Introduce the topic of the lesson and ask Ss to read the 2. d
words and match them with the meanings.
3. b
- Call on some Ss to give their answers to the class.
4. a

95
 Extension: In stronger classes, encourage Ss to make
more sentences with the words in different contexts to
make sure they understand the meaning of the words
and phrases before moving to the next activities.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (20 mins)
a. Objectives:
- To help Ss practise listening for the main idea about living in a smart city
- To help Ss practise listening for specific information about living in a smart city
- To provide Ss with some basic information about smart cities.
b. Content:
- Task 2. Listen to an interview and choose the correct answers A, B, or C (p.33)
- Task 3. Listen to the interview again and complete the table. Use no more than THREE words for
each answer. (p.33)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Listen to an interview and choose the correct answers A, B, or C. (6 mins)
- T tells Ss that they’re going to listen to an interview with
Ms Stevens, a smart city dweller. Answer key:
- Have Ss read the questions and answer choices, and check 1. B
comprehension. Elicit or explain any unfamiliar or difficult 2. A
words. 3. A
- Play the recording and have Ss do the activity. Check
answers as a class. In stronger classes, ask Ss to explain
their choices.
- Play the recording again if many Ss have incorrect
answers, pausing at the places where they can find the
correct information.
Task 3. Listen to the interview again and complete the table. Use no more than THREE
words for each answer. (7 mins)

- T asks Ss to read the text in the table. Make sure they

understand they need to write no more than 3 words in each Answer key:
gap. 1. right to privacy
- Encourage them to guess what part of speech might fit 2. smart technologies
each gap, e.g. 1. N, 2. N, 3. V, 4. N 3. interact
- Play the recording once (twice in weaker classes) for Ss to 4. sense of community
complete the table.
- Ask ss to work with a partner to compare their answers.
- Check answers by calling on some Ss to write their

96
 answers on the board or read them aloud.
- Play the recording again if many Ss have incorrect
answers, pausing at places where they can get the correct
information.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (8 mins)
a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Group discussion: Disadvantages of living in a smart city
c. Expected outcomes:
- Students can use the language and ideas from the unit to understand more about living in smart
cities.
d. Organisation
Teacher’s & Students’ activities Contents
Task 4. Work in groups. Discuss the following questions. (7 mins)
Do you agree with Ms Stevens? Which of the disadvantages she mentioned do you think
is the most serious? Why?
- T asks some lead-in questions to see Suggested answers:
whether Ss agree with Ms Stevens’ opinions In our group, we all agree with Ms Stevens.
about living in a smart city. E.g: Do you She mentioned a lack of privacy, collecting
agree with Ms Stevens about the advantages personal information by technological
of living in a smart city? Is the problem of companies, difficulties with setting up smart
privacy serious? Do you think the sense of household appliances and a lack of sense of
community is important? … community. We all think the lack of the sense
- Put Ss into groups to discuss which of the of community is the most serious problem for
disadvantages, in their opinion, is the most city dwellers. They will feel lonely and
serious and explain why. isolated when there is no interaction among
- Remind Ss that they can use the ideas from them. This can also lead to health problems,
the listening. In stronger classes, encourage especially for old people.
them to come up with their own ideas to
support their opinion.
- Invite some groups of Ss to present their
ideas to the class.
e. Assessment
- Teacher observes Ss' performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
97
 - T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson –Writing.

Period 22
UNIT 3: CITIES OF THE FUTURE
Lesson 6: Writing
An article about the advantages and disadvantages of living in a smart city

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write an article about advantages and disadvantages of living in a
smart city;
- Apply structures to express suggestions, invitation or acceptance.
2. Competences
- Develop writing skills in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be polite and clear when writing an article;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 3, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ ideas about living in a smart city;
- To set the context for the writing part;
b. Content:
- Story starters

98
c. Expected outcomes:
- Students brainstorm some advantages or disadvantages of living in a smart city.
d. Organisation
Teacher’s & Students’ activities Contents
Story starters
T asks Ss to work in groups of 8 students. The first student Students’ creativity
of each group starts with: “I like living in a smart city.” or
“I don’t like living in a smart city.” Then the next student
continues by saying one sentence about the reason…

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-WRITING (12 mins)
a. Objectives:
- To help students develop ideas for their writing
- To familiarise Ss with the structure and language of an article.
b. Content:
- Task 1. Read the following ideas and decide whether they are advantages or disadvantages of
living in a smart city. Tick the appropriate box. (p.34)
- Task 2. Read the article below and match its parts with the correct descriptions (p. 34)
c. Expected outcomes:
- Students are able to get some ideas about advantages and disadvantages of living in a smart city.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Read the following ideas and decide whether they are advantages or
disadvantages of living in a smart city. Tick the appropriate box. (5 mins)

- T asks Ss questions to recall ideas from the listening and elicit the
Answer key:
topic of the writing, e.g. Does Ms Stevens like living in a smart city?
Advantages: 1, 4, 5
What disadvantages does she mention? Does she mention any
Disadvantages: 2, 3,
advantages?
6
- Put Ss into pairs. Ask them to read the statements and decide
whether they describe advantages or disadvantages of living in a
smart city.
- Check answers as a class by asking individual Ss to read the
statements and say why they are advantages or disadvantages, e.g.
Statement 1 explains how people’s lives will become easier – by
reducing household chores – so this is an advantage.
Task 2. Read the article below and match its parts with the correct descriptions. (7 mins)
- T asks Ss to read the model article and checks understanding of the Answer key:
vocabulary. 2. A
- Have Ss match its parts with the descriptions individually. 1. B
- Put Ss in pairs and ask them to discuss and compare their answers in 3-4. C
pairs. 5. D

99
 - Call on some Ss to read their answers to the class and confirm the
correct answers.
- To check understanding of the structure and language of the article,
ask questions, such as What does the writer include in the
introduction? What kind of question does she use to introduce the
topic? (Rhetorical question) What expression does she use to
introduce the disadvantages? How many body paragraphs does the
article include? What does each paragraph present? What does the
conclusion include?
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (15 mins)
a. Objectives:
- To help Ss practise using common structures in an article;
- To help Ss write a complete article about advantages and disadvantages
b. Content:
- Task 3. Write an article (120-150 words) about other advantages and disadvantages of living in a
smart city. Use the suggested ideas in 1, the sample in 2, and the outline below to help you. (p.35)
c. Expected outcomes:
- Students can write a complete article based on the suggested ideas and given outline in which the
language is clear, short and simple
d. Organisation
Teacher’s & Students’ activities Contents
Task 3. Write an article (120-150 words) about other advantages and disadvantages of
living in a smart city. Use the suggested ideas in 1, the sample in 2, and the outline below to
help you.
Suggested answer:
- T explains the writing task. Go through the
outline and recap the structure of an article. Smart cities are built on new technologies to
- Have Ss work individually and write their improve people’s lives. The idea of living in
articles based on the ideas in the unit and the one of them sounds very exciting. But is a life
outline given. Walk round the class and offer controlled by smart technologies good or bad
help. When walking round the class to for us?
monitor, make a note of common mistakes. Let’s start with the advantages. Living in a
After all Ss finish the writing task, write these smart city can reduce the negative impact on
on the board, making sure they are anonymous. the environment. Future smart cities will be
Ask Ss to correct them as a class. built in new urban areas with a lot of green
- If time allows, encourage Ss to swap their
space. City dwellers will also care more about
writing with a partner for peer feedback. Ask
the environment, so they will try to find ways
them to focus on both the content and language
in their comments. Encourage Ss to make to make their cities greener and more
some revisions based on their partners’ sustainable, for example, by growing
suggestions. vegetables in their roof gardens.
- Collect Ss’ writings and provide written What about the disadvantages? Smart
feedback in the next lesson. cities can also affect people’s private lives.
When cameras are installed for security
100
 purposes, city dwellers will lose their right to
privacy. They may think that someone is
watching them all the time, and feel
uncomfortable.
In conclusion, there are both advantages
and disadvantages of living in a smart city. In
my opinion, the benefits are greater, and
people will find a way to adapt to the new
lifestyle and overcome the challenges.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (10 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
Teacher’s & Students’ activities Contents
CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and gives feedback on each other’s1. Organisation: …/10
writing. Teacher shows a writing rubric to help Ss do the peer
2. Legibility: …/10
review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner and 5. Grammar usage: …/10
discuss how to improve it. TOTAL: …/50
- Teacher then chooses one piece of writing and gives
feedback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions to
other Ss.
- Teacher chooses some typical errors and corrects the whole
class without nominating the Ss’ names.
e. Assessment
- Teacher observes Ss' performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

101
 Period 23
UNIT 3: CITIES OF THE FUTURE
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary related to the topic of the unit;
- Understand more about technologies in the smart cities;
- Review expressions of certainty and uncertainty.
2. Core competence
- Be able to express certainty or uncertainty;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Feel confident to express certainty and uncertainty;
- Try their best to own the latest technologies in the future.
II. MATERIALS
- Grade 11 textbook, Unit 3, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of future cities.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Small game: Things of the future
c. Expected outcomes:
- Students can get ready to learn more about technologies used in smart cities
d. Organisation

Teacher’s & Students’ activities Contents

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 THINGS OF THE FUTURE
- T shows some pictures on the screen and 1. plane 2. watch 3. motor 4. phone
asks Ss some questions:
+ Have you seen these things in real life?
+ Guess what they are.
+ Which one would you like to own in the
future?
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)
a. Objectives:
- To provide a model conversation in which speakers express certainty and uncertainty.
- To review expressions for certainty and uncertainty.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then practice it in
pairs (p.35)
- Task 2: Work in pairs. Use the models in 1 to make similar conversations about these predictions
for the future. One of you is Student A, the other is Student B. Use the expressions below to help
you. (p.35)
c. Expected outcomes:
- Students can use appropriate language to express certainty and uncertainty.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1: Listen and complete the conversations with the expressions in the box. Then
practice it in pairs (6 mins)
- Check if Ss know any phrases for expressing certainty Answer key
1. B
or uncertainty by asking, e.g. Do you think there will be
2. A
more high-rise buildings in the city? (I’m not so sure.)
Do you think more people will live in cities in the
future? (Yes, I’m sure about it.)
- Ask Ss to read through the expressions in the box and
the incomplete conversations, and check
comprehension. In stronger classes, have Ss complete
the gaps based on context clues in the conversations.
- In stronger classes, play the recording once for Ss to
check their answers. In weaker classes, play it twice, the
first time just to listen and the second time to write the
letters for the expressions they hear in the gaps.
- Check answers as a class by asking the questions and
having Ss to read out the complete answers.
- Ask Ss to practise the conversations in pairs.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which are Useful expressions
mixed together. Ss have to classify them into 2 groups:
offering help and responding to offers.
- Ss work in groups to do the task.
- Check as a class.

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 - T asks if Ss can add some more expressions.
Task 2: Work in pairs. Use the models in 1 to make similar conversations about these
predictions for the future. One of you is Student A, the other is Student B. Use the
expressions below to help you. (7 mins)
- T has Ss read the predictions and checks Sample conversations:
1
understanding.
A: I heard that in the future all
- Revise common expressions used to express certainty vehicles such as cars and buses
and uncertainty. In weaker classes, go through the will be driverless. Do you think
expressions in the table and check understanding. that will be possible?
- Put Ss into pairs. Give them a few minutes to come up B: I’m sure about it. With the
with ideas to support their answers. help of modern technologies, cars
- In weaker classes, brainstorm some ideas as a class and buses will be driven
and write them on the board. automatically without drivers.
E.g: Modern technologies will allow cars to run without 2
drivers; Although AI robots can do many household B: Do you think AI robots will do
all household chores?
chores, there are still many things that should be done
A: I’m not really sure about it.
by humans.
Robots may not cook well
- Allow Ss enough time to practise their conversations. because they may not eat organic
Then invite some pairs to role-play them in front of the food or taste things. Only human
class. can do this.
- Praise for good effort, clear pronunciation, fluent
delivery and interesting ideas.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.
3. ACTIVITY 2: CULTURE (15 mins)
a. Objectives:
- To help Ss learn about smart cities around the world
- To help Ss relate what they have learnt in the reading text to their own culture
b. Content:
- Task 1: Read the text on page 36 and decide in which city you can do the following (p.35)
- Task 2: Work in groups. Discuss the questions. (p.36)
c. Expected outcomes:
- Students get some knowledge/ideas about technologies used in some smart cities in the world and
are able to express their opinions about some of those technologies
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Read the text on page 36 and decide in which city you can do the following. (7
mins)
- T asks Ss some questions to find out what they
Answer key:
already know about the topic, e.g. Which cities in the
1. Singapore
world do you think are smart ones? What makes them 2. Toronto
smart? 3. London
4. New York
- Ask Ss what they want to know about the topic.
5. Copenhagen
Write their questions on the board, e.g . Which city
has one of the largest bike-sharing systems? Which
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 city allows you to book an appointment with a doctor
online?,…
- Put Ss into pairs. Ask them to read the text about the
four cities and match the features with the cities.
- Walk round the class and offer help, explaining
unfamiliar words or answering questions.
- Check answers as a class by calling on pairs to write
names of cities on the board.
- Go back to the questions on the board, i.e. the things
Ss wanted to know about the topic. Ask which of the
questions they can answer now and cross them out.
Assign the rest for homework.
Extension: In stronger classes, encourage Ss to talk
more about other smart cities they know focusing on
the activities people can do in those cities.

Task 2. Work in groups. Discuss the questions. (8 mins)

- Have Ss work in pairs to discuss the technologies Suggested answers:
In Viet Nam, we would like to use a
they would like to have in their city or neighbourhood.
bank card to pay for travelling on
- Ask Ss some specific questions, e.g., Are the bus. This makes the payment much
technologies mentioned in the text available in Viet easier and more convenient than
Nam? Which one would you like to have in your city? paying in cash. I hope our city will
Would you like to have a smart bike-sharing system or have a smart bike-sharing system
use a bank card to pay for travelling on the bus? soon. People will not have to use
- Call on some Ss to present their ideas in front of the their own vehicles for short
class. distances. This will reduce traffic
jams and save people’s time.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 - Looking back and Project.

Period 24
UNIT 3: CITIES OF THE FUTURE

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 Lesson 8: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 3;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 3, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have Ss who talk excessively practise.
- Continue to explain task expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and help Ss recalled the vocabulary about future cities they have learnt
in the unit
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can recall the learnt vocabulary about future cities
d. Organisation
Teacher’s & Students’ activities Contents
Game: Lucky number Suggested words:
- Ss work in 2 teams 1. privacy
- There are 7 numbers, 2 of which are lucky ones. 2. efficiently
- If Ss choose a lucky number, they get one point 3. pedestrian zone
4. liveable
without answering the question.
5. infrastructure
- If they choose the other numbers, one student of a

106
 group picks up a piece of paper and sees the word on it.
- This student has to use words or actions to describe it
(without saying the word directly)
- Other Ss try to guess the words. One point for a correct
answer.
- The group having more points is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)
a. Objectives:
- To help Ss review linking a final consonant and an initial vowel in spoken English.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review stative verbs in the continuous form and linking verbs.
b. Content:
- Task 1: Listen and mark ( ) the consonant and vowel sounds that are linked. Then practise
saying the sentences. (p.36)
- Task 2: Complete the sentences. Use words and phrases you have learnt in this unit (p.36)
- Task 3: Choose the correct words and phrases to complete these sentences (p.36)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1: Listen and mark ( ) the consonant and vowel sounds that are linked. Then
practise saying the sentences. (4 mins)
- T asks Ss to listen to the recording and mark the Answer key
1. Many young people want to live‿in
consonant and vowel sounds that are linked
- Check answers as a class by playing the recording and the city.
writing appropriate marks on the board. 2. It’s‿a busy street with great
- Ask Ss to practice the sentences in pairs. Draw their shops‿and restaurants.
attention to the sounds that are linked. 3. The government wants to build‿a
- Call on some Ss to read the questions out loud in front smart city in the south‿of the country.
of the class. 4. The apartment was‿expensive, but
my parents could‿afford‿it.
Task 2: Complete the sentences. Use words and phrases you have learnt in this unit. (4
mins)
- Ask Ss to complete the sentences with suitable words Answer key
1. traffic jams
or phrases. Tell them to use the given letter as
2. liveable
suggestions. 3. sustainable
- Have Ss do this activity individually, then compare 4. city dwellers
their answers with their partners.
- Check answers by asking individual Ss to write the
missing words / phrases on the board.
Task 3: Choose the correct words and phrases to complete these sentences. (4 mins)
- Ask Ss to find and correct the mistakes in the Answer key:
sentences.
1. am thinking
- Have Ss do this activity individually, then compare

107
 their answers with their partners. 2. unhappy
- Check answers by asking individual Ss to write the 3. tastes
sentences on the board. Have Ss explain what 4. an intelligent person
grammatical form they have used and why.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)
a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise
giving a poster presentation.
b. Content:
- Presentation of posters about cities of the future by groups in class.
c. Expected outcomes:
- Students practise giving a poster presentation.
d. Organisation
Teacher’s & Students’ activities Contents
Project: The ideal city of the future
- All groups exhibit their posters and make Students’ presentations
presentations.
- When one group makes a presentation, others listen
and complete the evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the group
which has the most votes.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 4.

Period 25: REVIEW 1

Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 1, 2 and 3.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Review 1
- Computer connected to the Internet
108
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in detail.
class. Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To revise the vocabulary related to the topic of Unit 1, Unit 2 and Unit 3.
b. Content:
- Miming game: Students describe the words without saying them and then guess the words that
they have learnt in 3 units.
c. Expected outcomes:
- Students can recall the important new words that they have learnt.
d. Organisation

Teacher’s & Students’ activities Contents

MIMING GAME Suggested words:
- Teacher lists out some key words of squat, star jump, bacteria, conflict, curious,
Unit 1, Unit 2 and Unit 3. screen time, infrastructure, skyscraper
- Teacher has a volunteer come to the
front then whispers one of the words into
his/her ears.
- Ss have to draw or mime the word. The
rest of the class makes guesses. The first
student who correctly calls out the word
gets a point.
- The class plays the game together.
- T checks if the answers are correct or
incorrect and leads in the lesson.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss review strong and weak forms, contractions and consonant-to-vowel linking and
provide further pronunciation practice.
b. Content:

109
- Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs, circle
the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying the
conversation in pairs. (p.38)
c. Expected outcomes:
- Students can identify the strong and weak forms of auxiliary verbs, recognize contracted forms and
revise how to link final consonants to initial vowels.
d. Organisation

Teacher’s & Students’ activities Contents

Listen and complete the conversation. Then underline the weak forms of the auxiliary
verbs, circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ).
Practise saying the conversation in pairs. (p.38)
- Teacher plays the recording for Ss to listen and do the Answer keys:
activity individually. Then have them compare their
answers in pairs.
- Teacher plays the recording again, pausing after each
sentence for Ss to check their answers.
- Teacher writes the marked sentences on the board if
necessary.
- Ss work in pairs to practise the conversation.
Extension: Teacher asks Ss to choose a text from
previous units. Mark any weak/strong/contracted forms
and linked sounds, and practise it in pairs.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To check if students can use words and phrases related to the topics that they have learnt in Unit 1,
2 and 3.
b. Content:
- Task 1: Choose the correct answer A, B, C or D to complete the following sentences (p.38)
- Task 2: Solve the crossword. (p.39)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Choose the correct answer A, B, C or D to complete each of the following sentences.
(6 mins)
- Teacher asks Ss to do the activity individually, then compare Answer key:
answers in pairs. 1. A
- Individual Ss share their answers with the class. 2. B
- Teacher confirms the correct answers. 3. C
4. D
5. B
6. C
Task 2. Solve the crossword. Use words or phrases you have learnt in Units 1, 2, and 3. The
first letters are given to help you. (6 mins)

110
 - Teacher asks Ss to do the activity individually, then compare Answer key:
answers in pairs. DOWN
- Teacher tells Ss that they have learnt all the words and 1. skyscrapers
phrases in Unit 1, 2 and 3. The first letters are given to help 2. dwellers
them find the answer more easily. ACROSS
- Individual Ss share their answers with the class.
3. treatment
- Teacher confirms the correct answers.
- Extension: Invite individual Ss to add other topic-related 4. values
words they have learnt from Unit 1 to Unit 3. Make sure there 5. screen time
are about 15 words. Teacher writes all the words on the 6. strength
board. Have Ss study them for half a minute, then the teacher
asks Ss to cover/close their eyes. Erase one word from the
board. Have Ss open their eyes and identify which word is
missing. In stronger classes, ask Ss to make sentences with the
word. Continue until the board is empty.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss review past simple and present perfect and provide further grammar practice.
- To help Ss review linking verbs and stative verbs in the continuous form and provide further
grammar practice.
- To help Ss review modal verbs must, have to and should and provide further grammar practice.
b. Content:
- Task 1. Complete the sentences with the correct forms of the verbs in brackets. (p.39)
- Task 2. Choose the correct words or phrases. (p.39)
- Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences (p.39)
c. Expected outcomes:
- Students know how to use the past simple or the present perfect, review linking verbs and stative
verbs in continuous form and distinguish the use of modal verbs.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Complete the sentences with the correct forms of the verbs in brackets. (4 mins)
- Teacher asks Ss to read the sentences and check Answer key:
comprehension. 1. took up
- Ss complete the sentences individually with the correct 2. has just decided
form of the verbs in brackets. 3. have won
- Teacher checks answers by having individual Ss call out 4. started
the verb forms first, then read the complete sentences.
5. have received
- Teacher confirms the correct answers.
6. have already shown

Task 2. Choose the correct words or phrases. (5 mins)

- Teacher asks Ss to do the activity individually, then Answer key:
compare answers in pairs. 1. angry
- Individual Ss share their answers with the class. 2. I’m thinking / stressed
- Teacher confirms the correct answers. 3. Do you remember

111
 - Extension: Put Ss into two teams. Have Team 1 write 4. is getting / do you think
sentences using stative verbs describing feelings, emotions,
thoughts, or senses, e.g. I think I need a holiday. Team 2
should write sentences using stative verbs in the continuous
form, e.g. I’m seeing my cousin tomorrow. Then have teams
swap their sentences and try to write new sentences using
the same verb, but changing its meaning to an action or a
state, e.g. I’m thinking about my next holiday. I don’t see the
house now.
Task 3. Choose the correct answer A, B, C or D to complete each of the following
sentences.
(4 mins)
- Teacher asks Ss to do the activity individually, then Answer key:
compare answers in pairs. 1. A 2. B 3. C
- Individual Ss share their answers with the class. 4. D 5. C 6. B
- Teacher confirms the correct answers.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have reviewed in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Lesson 2. Listening and Speaking.

Period 26: REVIEW 1

Lesson 2: Skills - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise listening for main ideas and listening for specific information about life expectancy
2. Core competence
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills
II. MATERIALS

112
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn
Assumptions
Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.
Have excessively talkative students practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
d. Organisation
Teacher’s & Students’ activities Contents
Watch a video
- Teacher asks Ss to watch a short video and try to Questions:
remember the information in the video. 1. What is the trend of life
- After the Ss listen, teacher shows each question, one expectancy all over the world?
by one. 2. Which regions in the world
- Ss raise their hands to grab the chance to answer. have high life expectancy?
- T checks if the answers are correct or incorrect and 3. Which regions in the world
leads in the lesson. have low life expectancy?
Suggested answers:
1. It has been an increasing
trend from 1738 to 2015.
Link: https://www.youtube.com/watch?v=FttJjqfURB8 2. North America, Western
Europe, Australia, Japan
3. Some parts of Africa

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: LISTENING (18 mins)
a. Objectives:
- To practise listening for main ideas
113
- To practise listening for specific information
b. Content:
- Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them.
(p.40)
- Task 2. Listen again and choose the correct answer A, B or C. (p.40)
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and reorder the key information.
- Students can identify specific information of the listening and choose correct answers for the
questions.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them.
(6 mins)
- Teacher focuses Ss’ attention on the picture. Ask, What do Answer key:
you think the listening text will be about? to elicit the topic of 1. C
life expectancy. 2. A
- Teacher checks if Ss understand how to do the activity, i.e. 3. D
number the points in the correct order. 4. B
- Teacher plays the recording once for Ss to listen and put the
information in order.
- Teacher checks Ss’ answer as a class.

Task 2. Listen again and choose the correct answer A, B or C. (6 mins)

- Teacher has Ss read through the questions and the options. Answer key:
Make sure Ss understand the questions. 1. A
- Teacher elicits tips for approaching multiple choice 2. C
questions, e.g. be careful about distractors - words given in 3. B
the choices that Ss hear in the listening, but are not the 4. B
answers, pay attention to paraphrases and synonyms, e.g. over 5. C
=more; above = over; get access to sth = sth is available;
break bad habit = stop doing things that are bad for health.
- Teacher plays the recording and has Ss listen and choose
their answers.
- Teacher asks Ss to check their answers in pairs.
- Teacher confirms the correct answers as a class.
Extra activity (6 mins)
- Teacher puts Ss into groups.
- Teacher plays the recording and has them take notes.
- Teacher gives groups a few minutes to discuss and plan their
talks about life expectancy.
- Teacher invites some groups to present their talks in front of
the class.
- Teacher praises groups whose talks include correct facts and
all the points.
e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

114
3. ACTIVITY 2: SPEAKING (19 mins)
a. Objectives:
- To help Ss develop ideas for the speaking task.
- To give Ss an opportunity to take part in a group discussion, then report their discussion to the
whole class.
b. Content:
- Task 1: Work in pairs. Discuss what future cities should have so that city dwellers can live
a long and healthy life. Fill in the diagram. (p.40)
- Task 2. Work in groups. Compare your diagrams. Discuss which is the most important thing that
will help people to live a long and healthy life in the cities of the future. (p.40)
c. Expected outcomes:
- Students come up with good ideas and are able to decide on the most important thing that will help
people to live a long and healthy life in the cities of the future.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Work in pairs. Discuss what future cities should have so that city dwellers can live
a long and healthy life. Fill in the diagram. (9 mins)
- Teacher has Ss read through the instructions and Students’ suggested answers:
write down the discussion question on the board - smart buildings with sensor technology to
if necessary. reduce waste and save resources
- Teacher asks them to work in pairs to discuss - AI technologies to improve people’s
the suggestions in the diagram and add more safety and security
ideas to complete it. - green space with more pedestrian zones
and cycle paths
- Teacher walks around the class to offer help if
necessary.
- Teacher invites some pairs to present their
completed diagrams in front of the class.
Task 2. Work in groups. Compare your diagrams. Discuss which is the most important
thing that will help people to live a long and healthy life in the cities of the future. (10
mins)
- Teacher has Ss work in groups and discuss the Student’s answers
most important thing that will help people to live Discussion sample:
a long and healthy life in the cities of the future. A: There are a lot of things that will help
- Teacher walks around the class to offer help if people to live a long and healthy life in
necessary. future cities. In your opinion, what’s the
- Teacher invites some groups to present a most important thing, B?
summary of their group discussion to the class. B: Well, I think people in future cities
really need green space with more
pedestrian zones and cycle paths.
C: I totally agree with B. These are
necessary for a healthy life. People need a
space where they can walk or cycle
regularly and safely.
A: I can’t agree more. Exercising outdoors
is good for people both physically and
mentally.

115
 Report sample:
In our group, we all agree that green space
with more pedestrian zones and cycle paths
is the most important thing that will help
people to live a long and healthy life. When
there are more pedestrian zones and cycle
paths in outdoor space, city dwellers will
want to exercise more. This will help them
to stay healthy and live longer.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Lesson 3. Reading and Writing.

Period 27: REVIEW 1

Lesson 3: Skills - Reading and Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for main ideas and specific information about the generation gap and writing an
opinion essay about ways parents use to teach their children good behaviour
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn
Assumptions
Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.

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 Have excessively talkative students practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Brainstorming: Picture description and brainstorming about generation gap
c. Expected outcomes:
- Students can describe a picture and discuss the reasons for the generation gap.
d. Organisation

Teacher’s & Students’ activities Contents

Brainstorming
- Teacher shows a picture to all students Suggested answers:
Where does the generation gap
- Teacher asks Ss some questions: come from?
+ What can you see in the picture? Can you describe - differences in interests
it? - differences in habits
+ What do you think about the phenomenon in the - differences in viewpoints
picture? - lack of time for each other
- Teacher checks Ss’ answer and delivers the task. - impose decisions on children
- Ss work in groups and discuss the question: Where - compare children with others
does the generation gap come from?
- Teacher asks each group to report their ideas.
- Teacher corrects the answers and gives feedback.
e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: READING (18 mins)
a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the text. Match the headings with the paragraphs (p.41)
- Task 2. Read the text again and decide whether the following statements are True or False (p.41)
c. Expected outcomes:
- Students can understand the main ideas as well as specific information of the reading passage.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Read the text. Match the headings (A-C) with the paragraphs (1-3) (6 mins)
- Teacher has Ss read through the three headings and the Answer key:
text. 1. C
- Teacher asks Ss to do the matching individually, then 2. A

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 puts them into pairs to compare their answers. 3. B
- Teacher confirms the correct answers.
- In stronger classes, ask pairs to come up with a suitable
title for the whole text. Write Ss’ ideas on the board and
have the class vote for each one.
Task 2. Read the text again and decide whether the following statements are true or false
(6 mins)
- Teacher asks Ss to read through the statements and
checks understanding of the vocabulary. Answer key:
- Teacher tells Ss to underline the key information in 1. T
each statement. 2. F (they see things differently)
- Teacher checks the key words Ss have underlined, e.g. 3. F (busy schedules prevent them
1.three causes, parents and children; 2. changes, from spending time together)
parents and children get closer; 3. busy schedules, 4. T
parents and children, spend a lot of time together; 4. 5. T
parents, not enough time, long working hours; 5.
comparing children, good for them.
- Teacher has Ss read the text again and look for the
information to decide whether each of the statements is
true or false.
- Teacher has Ss compare their answers in pairs.
- Teacher checks answers as a class.
Task 3. Extra activity (6 mins)
- Teacher divides Ss into groups.
- Teacher has each group prepare three comprehension
questions about the reading text. Call each group to read
out their questions and invite other groups to answer, e.g.
Why do parents and children see the world differently?
- In stronger classes, ask Ss to close their books.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: WRITING (19 mins)

a. Objectives:
- To help Ss practise writing an opinion essay.
b. Content:
Write an opinion essay on the following topic: Some parents often compare their own childhood to
their children’s experiences today with the intention of teaching them good behaviours. Do you
think this is a good idea?
c. Expected outcomes:
- Students develop writing skills on the given topic. They are able to complete an essay and give
feedback on their friends’ work.
d. Organisation

Teacher’s & Students’ activities Contents

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 Write an opinion essay on the following topic. You may use the ideas in the reading to
help you.
- Teacher asks Ss to refer to the last paragraph Sample answer:
of the reading text and checks understanding. Many parents compare their own
Ask if Ss have similar experiences and how they childhood with their children’s
felt. experiences because they want to teach
- Teacher has Ss work in pairs to make an them good behaviour. In my opinion,
outline for their essays and discuss the topic. parents should not make such a
- Teacher gives Ss enough time to write an comparison for two reasons.
essay of about 120-150 words. Set a time limit Firstly, parents and their children belong
depending on the Ss’ ability level. to different generations. Parents
- Teacher walks around the class and offers experienced different social changes and
help. grew up in different economic conditions.
- If time allows, ask Ss to swap their essays with These changes and conditions have
a partner for peer review. Encourage them to formed their points of views and
make revisions based on peer feedback and then behaviour. However, many social norms
proofread it carefully for any mechanical
have changed over the last decades.
mistakes such as spelling, punctuation and
capitalization. Therefore, it may be difficult to apply
- Collect Ss’ essays to mark and provide written them to their children’s lives nowadays.
feedback in the next lesson. In addition, when children are compared
to their parents, they may lose their
confidence because they may think that
they are not good enough. As a result,
many of them will believe that their
parents don’t believe in their abilities and
become afraid of living independently.
In conclusion, parents shouldn’t compare
their life experiences with their children’s
experiences because of generational
differences and the negative emotional
feelings that this comparison may cause
to their children.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson: Unit 4 – Lesson 1.

Period 29

119
 UNIT 4: ASEAN and Viet Nam
Lesson 1: Getting started - At the AYVP Office

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic ASEAN and Viet Nam.
- Gain vocabulary to talk about AYVP.
- Get to know the language aspects: Gerunds as subjects and objects.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Proud of our country and responsible for the regional issues
II. MATERIALS
- Grade 11 textbook, Unit 4, Getting Started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
to officially ask for something Ứng dụng, ứng
such as a job, a place on a tuyển
1. Apply (v) /əˈplaɪ/ course, or a loan, usually by
completing a special form or
writing a letter

all the people who live in a Cộng đồng

particular area, or a group of
2. Community (n) /kəˈmjunɪt̬i/ people who are considered as a
unit because of their shared
interests or background

something that you contribute or Sự đóng góp, cống

do to help produce or achieve hiến
3. Contribution (n) /kɑntrəˈbjuʃən/
with other people, or to help
make something successful

4. Volunteer (v/n) /vɒlənˈtɪər/ to do/ a person who does Tình nguyện/ tình
something that you do not have nguyện viên
to do, often without having been
asked to do it and/or without

120
 expecting payment

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of ASEAN.
- To set the context for the listening and reading part.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Map quiz: Guessing the countries.
c. Expected outcomes:
- Students can identify countries in ASEAN and their shapes.
d. Organisation

Teacher’s & Students’ activities Contents

Map quiz Lists of countries:
- Teacher shows the shape of the countries.
● Viet Nam
- Ss work in 4 groups. Each group raises their hands to
take turns and guess what country it is. The group with
● Brunei
all correct answer will get a bonus.
- The team with the highest points is the winner. ● Cambodia

● Thailand

● Laos

● Malaysia

● Philippines

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 ● Singapore

● Myanmar

● Indonesia

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can comprehend the new words and prepare for the listening and reading of Getting
Started.
d. Organisation
Teacher’s & Students’ activities Contents
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. apply (v)
- Teacher explains the meaning of the new vocabulary by pictures. 2. community (n)
- Teacher checks the students' understanding. 3. contribution (n)
- Teacher reveals that these words will appear in the reading text and 4. volunteer (v, n)
asks students to open their textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to AYVP.
- To help Ss identify the functions and goals of AYVP.
b. Content:
- Task 1. Listen and read (p.42)
- Task 2. Read the conversation again and write T (True) or F (False). (p.43)
- Task 3. Match each word with its definition. (p.43)
- Task 4. Complete the sentences using words and phrases from exercise 1. (p.43)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Listen and read. (5 mins)

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 - Teacher asks Ss to look at the pictures in the book as
well as the dialogue and answer the questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and read.
- Teacher checks Ss’ prediction. T calls 2 Ss to read
the conversation aloud.
Questions:
- What can you see in the picture?
- Who are the speakers?
- What do you think they are
discussing?
Suggested answers:
- Girls, books, photos, AVVP, ASEAN
logo
- The girls are the speakers.
- They are discussing ASEAN.
Task 2. Read the conversation again and write T (True) or F (False). (5 mins)
- Teacher tells Ss to read the conversation again and
work independently to find the answers. Remind Ss to Answer key:
underline the information and correct the false 1. F (It was her cousin.)
statements. 2. T
- Ss work independently to find the answers. 3. F
- Teacher has Ss compare the answers in pairs before 4. F (She should be over 18.)
checking with the whole class.
- Teacher checks the answers as a class and gives
feedback.
Task 3. Match each word with its definition. (5 mins)
- Teacher has Ss look at the box 1-4, a-d. Answer key:
- Ss work in pairs and solve Task 3 using background 1. c 2. d
knowledge. 3. b 4. a
- Check answers as a class.
Task 4. Complete the sentences using words and a phrase from Task 1. (5 mins)
- Teacher tells Ss to read sentences, locate the key
words in the question and the text. Focus attention on Answer key:
the V-ing forms. 1. Taking part
- Teacher asks Ss to complete the sentences, using the 2. promoting - helping
correct verb form. 3. checking
- Check answers as a class. 4. meeting
- Elicit the gerunds
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:

123
 - To help Ss practise speaking skills;
- To help Ss memorize the basic information about the AYVP.
b. Content:
- Role-play
c. Expected outcomes:
- Students can recall the information they have listened and read, then give a short talk about the
AYVP.
d. Organisation
Teacher’s & Students’ activities Contents
Task 5. Role-play
- Teacher asks Ss to work in groups. Students’ own creativity
- In each group, 1 - 2 students play the role of the
AYVP office’s staff. Others play the role of high
school students asking for detailed information about
the AYVP programme.
- Ss have 5 minutes to prepare for the role play.
- Teacher invites 1 or 2 groups to come to the stage
and do the role play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to the best
group.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Language.
- Prepare for the Project (Lesson 8).

Period 30
UNIT 4: ASEAN AND VIET NAM
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic ASEAN and Viet Nam;
- Recognise and practise elision of vowels;
- Review the use of gerunds.
2. Core competence

124
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Proud of our country and responsible for the regional issues
II. MATERIALS
- Grade 11 textbook, Unit 4, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Elision of vowels
Elision is the omission of sounds or syllables in fast, informal speech. Weak vowels, such as
the schwa sound /ə/, can be omitted before /l/, /n/, or /r/. As a result, the words have one less
syllable than the spelling suggests.

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the elision of vowels.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Matching game
c. Expected outcomes:
- Students can have an overview of elision.
d. Organisation

Teacher’s & Students’ activities Contents

Matching game Suggested answers:
- Ss work in 4 groups. Each group is given a big-sized piece tonight /tˈnaɪt/
of paper and markers. police /pˈliːs/
- Teacher shows the board with separate vocabulary and potato /pˈteɪtoʊ/
phonetic transcriptions. history /ˈhɪstri/
- All groups look at the board and do the matching. every /ˈevri/
- Teacher checks the answers of each group.
- The group that has the most correct answers is the winner.

125
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise elision of the vowels.
b. Content:
- Task 1: Listen and repeat. Pay attention to the elision of the vowels in the words in the second
column. (p.43)
- Task 2: Listen and repeat. Pay attention to the words with elision. (p.43)
c. Expected outcomes:
- Students can identify and omit weak vowels correctly.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1: Listen and repeat. Pay attention to the elision of the vowels in the words in the
second column. (5 mins)
- Teacher asks Ss to listen to the recording and has them pay Elision is the omission of
attention to the omission of vowels. sounds or syllables in fast,
- Teacher asks Ss to listen to the recording again, but this time, informal speech.
has them repeat the words. Weak vowels, such as the
- Teacher asks Ss to read the notes in the Remember! Box schwa sound /ə/, can be
which is above the conversation. Check understanding by omitted before /l/, /n/, or /r/.
asking individual Ss to briefly explain the omission of vowels. As a result, the words have
one less syllable than the
spelling suggests.
Task 2: Listen and repeat. Pay attention to the words with elision. (7 mins)
- Teacher asks Ss to read quickly through the sentences. Check Answer key:
Ss’ understanding. 1. c(o)rrect
- Teacher asks Ss to look at the words with elision. 2. libr(a)ry
- Teacher has Ss work in pairs to take turns to read each 3. fam(i)ly - diff(e)rent
sentence aloud. 4. diction(a)ry - hist(o)ry
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words / phrases related to ASEAN.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the word and phrases with their meanings. (p.44.)
- Task 2: Complete the sentences using the words and phrases in task 1. (p.44)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Match each word with its meaning. (6 mins)
- Teacher tells Ss that the words / phrases in the activity are
related to ASEAN. Answer key:
- Teacher has Ss match each word with its meaning. 1. b

126
 - In weaker classes, do the first one as an example before 2. c
asking Ss to match the rest individually or in pairs. 3. d
- Check answers as a class. 4. a
Task 2. Complete the sentences using the words and phrases in task 1. (6 mins)
- Teacher tells Ss to read the sentences carefully and decide
which word in Task 1 can be used to complete each of the Answer key:
sentences. 1. leadership skills
- Teacher checks answers as a class. Have Ss call out the word 2. contribution
they have used in each sentence first. 3. cultural exchange
- Teacher confirms the correct answers. Ask Ss to explain the 4. current issues
meaning of each word using the definitions in Activity 1.
- Teacher asks some Ss to read the complete sentences.
e. Assessment
- Teacher observes Ss' performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss recognise gerunds as subjects and objects.
- To help Ss practise using gerunds in sentences.
b. Content:
- Task 1: Rewrite the following sentences using gerunds. (p.44)
- Task 2: Work in pairs. Take turns to make sentences about your partner, using gerunds. He or she
should tell you if they are true. (p.44)
c. Expected outcomes:
- Students can use gerunds in sentences.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Rewrite the following sentences using gerunds. (6 mins)
- Have Ss read the complete sentences and understanding. Answer key:
- In weaker classes, do the first sentence as an example 1. Applying for ASEAN
focusing on the gerund. If necessary, highlight the verb phrase scholarship online
in each sentence that Ss need to change to gerunds in the 2. listening to music
second sentence. (e.g., to apply for => applying for…) 3. helping me translate the
- Have Ss do the activity individually, then work in pairs to documents
compare answers. 4. starting a youth programme
- Check answers as a class. Confirm the correct answers by 5. Participating in the
asking individual Ss to write them on the board. conference last year
Task 2. Work in pairs. Take turns to make sentences about your partner, using gerunds.
He or she should tell you if they are true. (7 mins)
- Teacher lets Ss work in pairs.
- Teacher asks Ss to talk to their partner and share about daily Student’s answer
objects. It can be a conversation between two people or two
separate talks from the pair.
- Teacher requires Ss to use gerunds as subjects and objects.
- Teacher encourages Ss to apply the vocabulary they have
learnt in the lesson as well as applying elision of vowels.
e. Assessment
- Teacher observes Ss’ performance.

127
 - Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.

Period 31
UNIT 4: ASEAN AND VIETNAM
Lesson 3: Reading – ASEAN news
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information in news items about
ASEAN countries.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Proud of our country and responsible for the regional issues
II. MATERIALS
- Grade 11 textbook, Unit 4, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. relation (n) /rɪˈleɪʃən/ the connection between people, groups, organizations,
or countries

2. eye-opening (adj) /ˈaɪˌəʊpənɪŋ/ surprising, and teaching you new facts about life,
people, etc.

3. represent (v) /ˌreprɪˈzent/ to speak, act, or be present officially for another person
or people

4. live stream (n) /ˈlaɪvstriːm/ a broadcast of the video and sound of an event over the
internet as it happens

Assumption

128
 Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the categories of news;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Labelling game
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by the
teacher.
d. Organisation
Teacher’s & Students’ activities Contents
Labelling game
- Students work in 4 groups
- There are some news headlines and some
categories: Sport, Laws, Education, etc…
- Ss raise hands to get a turn and put the headlines
in the correct category.
-Teacher leads into the new lesson.

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-READING (10 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Questions discussion
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

129
 Teacher’s & Students’ activities Contents
Task 1. Work in pairs. Discuss the questions. (5 mins)
- Ask Ss to work in pairs to discuss the questions.
Questions:
- Tell Ss that there are no right or wrong answers and 1. Where do you most often read
encourage Ss to answer the questions based on their the news?
own experiences. 2. What is your favourite news
- To help Ss answer the second question, teacher can section: Politics, Education, Sports,
bring a newspaper and show the different news sections or Culture?
to the class.
- Focus Ss’ attention on a short piece of news in a
newspaper or online and elicit the text type of the
reading
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. relation (n)
by pictures. 2. eye-opening (adj)
- Teacher checks students’ understanding with the “Rub 3. represent (v)
out and remember” technique. 4. live stream (n)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help Ss practise skimming texts to choose the best title
- To help Ss practise the skill of guessing the meaning of words from context.
- To develop reading skills for general information;
- To develop reading skills for specific information.
b. Content:
- Task 2. Read the news items and choose the most suitable headline for each one. There is ONE
extra headline. (p.45)
- Task 3. Read the news items again and match the highlighted words with their meanings. (p.45)
- Task 4. Read the news items again and answer each question below with no more than FOUR
words and/or a number. (p.46)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully
d. Organisation

Teacher’s & Students’ activities Contents

Task 2. Read the news items and choose the most suitable headline for each one. There
are TWO extra headlines. (6 mins)

130
 - Ask Ss to read the three news items once to get an overall
idea. Answer key:
- Have Ss work in groups to discuss the best headline for each 1. D 2. A 3. C
news item and compare answers.
- Check answers and confirm the correct ones.
Task 3. Read the news items again and match the highlighted words with their meanings.
(7 mins)
- Have Ss read the text focusing on the highlighted words and
looking for context clues. Answer key:
- Then ask Ss to look at the four definitions. 1. c 2. d 3. b 4. a
- Have Ss discuss the context clues and compare answers in
pairs.
- Check answers as a class.
Task 4. Read the article again. Complete the diagrams with information from the text.
Use no more than two words for each gap (7 mins)
- Ask Ss to read the questions and underline the key words in
each of them. Answer key:
- Check whether Ss have got the right key words (e.g., 1. How 1. 121 (students)
many, students, visited, AKC; 2. How long, participants, stay, 2. 50 days
the ship; 3. What, participants, discuss, youth issues; 4. When, 3. current social issues
talk show, women, sport; 5. Where, talk show, live). 4. (in) December
- Tell Ss to read through news items to locate the answers, then 5. (on) the ASEAN webpage
read again, this time pay attention only to the parts of the text
that contain the answers. Remind them that the answers should
be no more than THREE words and/or a number
- Have Ss work in pairs or groups to compare answers.
- Check answers as a class by asking individual Ss to write them
on the board.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (7 mins)
a. Objectives:
- To check students’ understanding of the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Group discussion
c. Expected outcomes:
- Students can use the ideas and language in the reading to talk about their opinions and give
reasons.
d. Organisation
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 Teacher’s & Students’ activities Contents
Task 5. Work in groups. Discuss the following Do you want to find more
questions. information about any of the news
- Ask Ss to discuss the news items they want to explore items in 2? Which one? Why?
more and their reasons.
- Have Ss work in groups to discuss the question.
- For weaker classes, T may suggest Ss choose one
piece of news from Activity 2 and work out the
interesting information from that news individually.
Then they work in pairs and share their ideas.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

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 Period 32
UNIT 4: ASEAN AND VIETNAM
Lesson 4: Speaking
Discussing necessary qualifications for joining a programme

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about necessary skills and experience to join a programme.
- Memorize vocabulary to talk about joining a programme.
2. Competences
- Gain some language expressions to ask for and give opinions.
- Talk about the steps to ask for and give opinions.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Hard work: Study and work harder to improve and develop their abilities to meet the qualifications
for joining international programmes
II. MATERIALS
- Grade 11 textbook, Unit 4, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. current (adj) /ˈkʌrənt/ of the present time

2. issue (n) /ˈɪʃuː/ a subject or problem

3. solution (n) /səˈluːʃən/ the answer to a problem

4. skill (n) /skɪl/ an ability to do an activity or job well

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on ASEAN.
- To set the context for the speaking part;

133
- To help Ss warm up and get ready for the lesson by providing some background information.
b. Content:
- ASEAN quiz
c. Expected outcomes:
- Students can answer questions from the quiz.
d. Organisation
Teacher’s & Students’ activities Contents
ASEAN quiz
- Teacher shows the questions with multiple choices.
- Ss works in 4 groups. Each group raises their hands
to take turn and answer the questions.
- The team with the highest points is the winner.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
- To give Ss an opportunity to understand skills and experience to join a programme.
- To provide Ss with some basic information about joining a programme.
b. Content:
- Vocabulary pre-teaching
- Task 1. Read the types of skills and experience participants in the SSEAYP should have. Match
them with the possible reasons. (p.46)
- Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs. (p.46)
- Task 3. Work in pairs. Talk about the most important skill or experience for SSEAYP
participants. use the ideas in Task 1, and the model and tips in Task 2 to help you. (p.47)
c. Expected outcomes:
- Students can identify some skills and experience that SSEAYP participants should have.
- Students can express opinions about the skills or experience SSEAYP participants need.
d. Organisation
Teacher’s & Students’ activities Contents
Vocabulary pre-teaching (4 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary with 1. current (adj)
different techniques (pictures, actions, synonyms …) 2. issue (n)
- Teacher checks students’ understanding with the “Rub out and 3. solution (n)
remember” technique. 4. skill (n)
- Teacher asks Ss to take notes in their notebooks.
Task 1. Read the types of skills and experience participants in the SSEAYP should have.
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 Match them with the possible reasons. (5 mins)
- Ask Ss to work individually and read the list of skills and Suggested answers:
experience from 1 to 6, then match them with the possible 1. c 2. a 3. e
reasons (a-f). 4. f 5. b 6. d
- Check answers as a class and ask Ss to give the explanation for
their answers.
Task 2. Use the sentences in the box to complete the conversation. Then practise it in
pairs.
(7 mins)
- Ask Ss to work in pairs and complete the conversation with the
sentences in the box.
- Check answers by asking pairs of Ss to read the complete Suggested answers:
conversation. 1. C 2. E 3. A
- Focus on the sentences in the box and ask Ss what they are 4. B 5. D
used for, e.g. to ask for and give an opinion
- Ask Ss to read through the explanations and examples in the
Tips box and elicit more expressions.
- Have Ss practise the conversations in pairs.
Task 3. Work in pairs. Talk about the most important skill or experience for SSEAYP
participants. Use the ideas in Task 1, and the model and tips in Task 2 to help you. (9
mins)
- Ask Ss to refer to the ideas in Task 1, and the model and
Students’ practice
phrases in Task 2 when they plan their conversations.
- Have Ss discuss and plan their conversations in pairs. Walk
around and offer help if necessary.
- Invite some pairs to role-play their conversations in front of the
class.
- Praise pairs who formulate their opinions clearly, give reasons,
express agreement, or disagreement, and speak fluently.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
3. ACTIVITY 2: LESS CONTROLLED PRACTICE (13 mins)
a. Objectives:
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4. Work in groups. Discuss the skills and experience SSEAYP participants should have.
Rank them in order of importance (1 - most important to 6 - least important). Report to the whole
class. (p.47)
c. Expected outcomes:
- Students can use the language and ideas from the unit to discuss in groups and share them to the
whole class.
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 d. Organisation
Teacher’s & Students’ activities Contents
Task 4. Work in groups. discuss the skills and experience SSEAYP participants should
have.
Rank them in order of importance (1 - most important to 6 - least important). Report to
the whole class. (13 mins)
- Ask Ss to work in groups of four or five. Ask them to Suggested answer:
discuss the skills and experience SSEAYP participants My group thinks that the fіrst
should have. They may refer to the suggested ideas in important skill for participants to
task 1. join SSEAYP is having teamwork
- Suggest ways for Ss to do the task, each group member skills because there will be many
can rank the list and then they compare with other group activities and performances
members or they can discuss first, then rank their ideas. during the trip. The second one is
- Provide Ss with some useful expressions of ranking, having a good profіciency of
e.g., The first/second important skill is…, One of the English so that they can
most important skill is… communicate with other members
- Ask a representative from each group to report the on the ship. Other skills and
group’s ranking to the class. Ask them to explain or give experience, in our opinion, are
reasons for their ranking. fairly important but optional.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Period 33
UNIT 4: ASEAN AND VIETNAM
Lesson 5: Listening – ASEAN School Tour Programme

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about ASEAN school tour programme;
- Memorize vocabulary to talk about cultural exchange events.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities

136
 - Hard work: Study and work harder to improve and develop their abilities so they are able to join
international programmes
II. MATERIALS
- Grade 11 textbook, Unit 4, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
a particular area or part of the world, or any of the
1. region (n) /ˈriːdʒən/
large official areas into which a country is divided

the period of your life when you are young, or the

2. youth (n) /juːθ/
state of being young

to speak, act, or be present officially for another

3. represent (v) /ˌreprɪˈzent/
person or people

an occasion or situation that makes it possible to do

4. opportunity (n) /ˌɒpəˈtʃuːnəti/
something that you want to do or have to do

5. (to) come up with

/kʌm ʌp wɪθ/ to suggest or think of an idea or plan
(v)

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of - Make sure they understand the meaning and
the recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on studying abroad.
- To set the context for the listening part.
b. Content:
- A quiz about the life of an exchange student.
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c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

Teacher’s & Students’ activities Contents

Watch a video and answer the questions
- Teacher shows the video about the life of an Link:
exchange student. https://www.youtube.com/watch?
- Questions are shown one by one, the whole class v=u13tvhe8l9w
compete to answer the questions.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (10 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
-Vocabulary pre-teaching
- Task 1: Work in groups. Look back at the first news item in the reading text on page 45. Discuss
the following questions. (p.47)
c. Expected outcomes:
- Students understand the meaning and can pronounce some words from the recording.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Work in groups. Look back at the first news item in the reading text on page 45.
Discuss the following questions. (5 mins)
- Ask some questions to see if Ss remember the news
items or write some proper names or numbers (121, Questions:
ASEAN-Korea Centre) to see if they can remember the Would you like to participate in the
news item about AKC on page 45. ASEAN School Tour Programme?
- Put Ss in groups and discuss the questions. Why/ Why not?
- Call on some Ss to report their group discussion.
- Tell Ss that they are going to listen to a conversation
related to an ASEAN programme.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary1. region (n)
with different techniques (pictures, actions, synonyms2. youth (n)
…) 3. represent (v)
- Teacher checks students’ understanding with the “Rub
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 out and remember” technique. 4. opportunity (n)
- Teacher asks Ss to take notes on their notebooks. 5. (to) come up with
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (15 mins)
a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information on cultural exchange events.
b. Content:
- Task 2. Listen to a conversation between two students. What are they talking about? (p.47)
- Task 3. Listen to the conversation again and choose the correct answers A, B, or C. (p.47)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 2. Listen to a conversation between two students. What are they talking about? (7
mins)
- Teacher tells Ss that they are going to listen to a conversation Answer key:
- Teacher has them read the 3 options and checks understanding. A. Preparing for a
- Teacher plays the recording and has Ss choose the topic of the cultural exchange event.
talk.
- Play the recording and ask Ss to listen and check if their guesses
are correct.
- Check answers as a class. Ask Ss to think about what words in
the listening suggest that the event is a cultural exchange - foreign
students, visit, learn about their culture, etc.
Task 3. Listen to the conversation again and choose the correct answers A, B, or C. (8
mins)
- Ask Ss to read the multiple-choice questions and check their
understanding. Answer key:
- In stronger classes, have Ss do the activity based on what they 1. B 2. A 3. C 4.
remember from the first listening and their notes. C 5. B
- In weaker classes, play the recording and pause after each after is
given to give Ss more time to choose the correct answer.
- Have Ss work in pairs to compare answers.
- Check answers as a class. If necessary, play the recording again
and pause at the sentences that contain the answers or clues.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

139
 4. ACTIVITY 3: POST-LISTENING (12 mins)
a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
- To revise opinion phrases in Speaking section.
b. Content:
- Task 4. Work in groups. Discuss the following questions. (p.47)
c. Expected outcomes:
- Students can use the language and ideas from the unit to come up with interesting activities.
d. Organisation

Teacher’s & Students’ activities Contents

Task 4. Work in groups. Discuss the following questions. (p.47)
- Teacher puts Ss in groups and has each group brainstorm
Question:
the activities. They should also think of the reasons why they
- Can you think of any suitable
would like to include those activities in the plan. activities for the event at Lan
- Teacher reminds Ss to refer to the vocabulary/ phrases to and Phong’s school?
ask for and give opinion. In weaker classes, do the - How will they benefit the
brainstorming with all Ss and write the best ideas on the participants?
board.
- Teacher invites some groups to share their ideas in front of
the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.

Period 34
UNIT 4: ASEAN AND VIET NAM
Lesson 6: Writing – A proposal for a welcome event

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
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 - Gain an overview about how to write a proposal for an event;
- Apply structures to express suggestions and requests.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Proud of our country and culture, respect friends from other countries and respect the cultural
diversity
II. MATERIALS
- Grade 11 textbook, Unit 4, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ comprehension of formal language.
- To set the context for the writing part.
b. Content:
- A quiz game to get to know and understand formal requests.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

Teacher’s & Students’ activities Contents

“Left or Right?” Key:
- Teacher shows the questions one by one, the whole 1. Will you get me a cup of coffee?
class compete to answer the questions. - Informal
- After each question, teacher pauses for a moment to 2. Would you mind bringing me
ask Ss to raise their hands to answer. some files?
- Teacher leads in the lesson by linking formal requests - Formal
to proposals. 3. I’m hungry. Can you come over?
- Informal
4. Could you possibly give me a lift
to work ?
- Formal

141
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-WRITNG (15 mins)
a. Objectives:
- To get students to know the structure of a proposal.
- To help students revise some common expressions in writing a proposal.
b. Content:
- Task 1: Read the following proposal and match the headings (1–4) with the paragraphs (A–D)
(p.48)
- Task 2. Work in groups. You want to propose an ASEAN poster making event to welcome a group
of ASEAN students. Discuss and add more ideas to the following notes. (p.48)
c. Expected outcomes:
- Students identify the structure and get familiar with the language of a proposal.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Read the following proposal and match the headings (1–4) with the paragraphs
(A–D) (7 mins)
- Introduce the context of the writing task and check Ss
if they have had similar experiences by asking some
questions such as: Have you ever taken part in cultural Answer key:
exchanges / traditional games festivals? Have you ever 1. B 2. D 3. A 4. C
submitted a proposal for school events?
- Ask Ss to read the proposal individually and match the
headings.
- Ask Ss to work in pairs and check answers with a
partner.
- Check answers as a class.
- Have Ss study the Tips box and ask questions to check
Ss’ understanding of the structure and language of this
text type, e.g. What does a proposal give details about?
What information does the ‘To’ line give?
Task 2. Work in groups. You want to propose an ASEAN poster making event to welcome
a group of ASEAN students. Discuss and add more ideas to the following notes. (8 mins)
- Ask Ss to look at the notes in the table and elicit the Suggested answers:
meaning of any difficult words.
- Put Ss into groups and ask them to discuss the notes Title: ASEAN poster making event
and add more ideas to the table. Place: the School Hall
- Invite some groups to read their ideas and have the Date: Sunday
rest of the class comment on them or ask questions. Duration: One day
- In weaker classes, write some of the good ideas as Participants: ASEAN students and
prompts for Ss’ writing. representatives of some classes
Activities: poster design;

142
 presentations on national cultures;
presentations and discussions on
current issues in ASEAN; eating
lunch together, making posters
Goals: to help students from the
ASEAN countries meet and build a
community; to learn about each
other’s culture.
Benefits: developing ability to work
with people from other countries,
helping young people from ASEAN
meet and build a community…
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (15 mins)
a. Objectives:
- To help Ss generate ideas for their writing.
- To help Ss practise writing a proposal for an event.
b. Content:
- Task 3. Write a proposal (120–150 words) about a welcome event. Use the suggested ideas in 2,
the sample in 1, and the outline below to help you. (p.49)
c. Expected outcomes:
- Students can write a complete proposal in which the language is clear, short and simple.
d. Organisation
Teacher’s & Students’ activities Contents
Task 3. Write a proposal (120–150 words) about a welcome event. Use the suggested
ideas in 2, the sample in 1, and the outline below to help you. (15 mins)
- Tell Ss that they are going to write a Suggested answer:
proposal based on the ideas they have
brainstormed in Activity 2. Title: ASEAN poster making event
- Go through the outline with the useful To: The Hanoi High School Youth Union Board
expressions and check understanding. In Date: 10 January 20__
weaker classes, give examples of how Prepared by: Grade 11 students
to complete the sentences and
encourage Ss to use the sentences, e.g., Introduction
We would like to propose an ASEAN We would like to propose an ASEAN poster
poster making event to welcome a
making event to welcome a group of students from
group of students from ASEAN
ASEAN countries who are coming to visit our
countries who are coming to visit our
school on 3rd of March.
school on 3rd of March.
Details about the event
- Give Ss a time limit. In weaker
The event will take place in the school Hall from 9
classes, put Ss in pairs or groups to help
a.m. until 5 p.m. We will organise all the activities
each other. Walk round the class to
provide help when necessary. and invite all ASEAN students and representatives
of other classes. In the morning, students will take
143
 - Collect Ss’ proposals and give face-to- part in training workshops on poster design,
face feedback in private or give them presentations and discussions on current issues in
back with some written feedback. ASEAN, and group brainstorming activities. We’ll
also arrange for packed lunch boxes to be delivered
at 1 p.m. so participants can eat in the school hall.
In the afternoon, the teams will make their posters.
Goals and benefits
The event will help young people from ASEAN
countries meet and build a community. Participants
will also have a chance to learn about each other’s
culture. We believe that the event will help develop
students’ ability to work with people from other
countries and create shared values.
Conclusion
We really hope you will consider our proposal as
we think that it will be beneficial to both local
students and the visiting ASEAN students.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (8 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

Teacher’s & Students’ activities Contents

Cross-checking Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss do
2. Legibility: …/10
the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and mechanics:
and discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other Ss
- Teacher chooses some typical errors and corrects them as a

144
 whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

Period 35
UNIT 4: ASEAN AND VIETNAM
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit.
- Compare New Year Festivals in ASEAN.
- Review expressions for giving compliments and responding.
2. Core competence
- Be able to give compliments and responding;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to give compliments and respond.
- Relate what they have learnt about New Year Festivals in ASEAN to their own culture.
II. MATERIALS
- Grade 11 textbook, Unit 4, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. Lunar New Year (n) /ˌluːnə ˌnjuː ˈjɪər/ the beginning of the year according to the
calendars of China, Viet Nam, and some other
East Asian countries, when there are
celebrations for several days

2. ancestor (n) /ˈænsestər/ a person related to you who lived a long time
ago

3. Buddhist (adj) /ˈbʊdɪst/ having to do with Buddhists or Buddhism

4. monk (n) /mʌŋk/ a member of a group of religious men who do

145
 not marry and usually live together in a
monastery

5. cell (n) /sel/ the smallest unit of living matter that can exist
on its own. All plants and animals are made up
of cells.

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of Lunar New Year.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching, Q&A
c. Expected outcomes:
- Students can classify how Lunar New Year is celebrated by Asians from all over the world.
d. Organisation
Teacher’s & Students’ activities Contents
Video: How Asians Celebrate Lunar New Year Link: https://www.youtube.com/watch?
Worldwide v=FFCljlSbWzw
- Ss work in groups and watch the video.
- There are 4 questions which relate to the video.
- T asks Ss to raise their hands and answer the
questions.
- The group which gets the more correct answer is
the winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)
a. Objectives:
- To provide a model conversation in which speakers give and respond to compliments;
- To review expressions for giving and responding to compliments
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p.49)

146
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One
of you is Student A, the other is Student B. Use the expressions below to help you. (p.49)
c. Expected outcomes:
- Students can use appropriate language to give compliments and respond to them in certain
situations.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Listen and complete the conversation with the expressions in the box. Then
practise it in pairs. (6 mins)
- Have Ss look at the four options a-d. Check if Answer key
they understand their meaning and use, e.g., 1. C (You gave the best presentation!)
phrases to give compliments (You gave the best 2. A (I’m glad you like it)
presentation., It’s excellent.) and respond to 3. D (It’s excellent)
4. B (I appreciate the compliment)
compliments (I’m glad you like it., I appreciate
the compliment.)
- Ask Ss to read the conversation and fill in the
blanks with suitable sentences
- Play the recording for Ss to listen and check
their answers.
- Have Ss read the expressions the speakers use to
give and respond to compliments.
- Put Ss in pairs to practise the conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions to Useful expressions
prepare for Task 2. - Giving compliments
- Go through the useful expressions in the box
● Nice work! Well done!
and remind Ss to use them in their conversations.
● You did a really good job!

● This is excellent. you are so good with ...!

● You are a great presenter!

● I love your ...!

- Responding to compliments
● Thanks for saying that.

● I appreciate that.

● Thank you. That means a lot to me.

● I’m grateful for the kind words.

● I’m (so) pleased to hear that.

Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Use the expressions below to
help you. (7 mins)

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 - Ask Ss to read through the situations and check Suggested answers:
understanding. Ask them if they have been in 1.
similar situations, e.g. if they have been praised B: I’ve read your report on ASEAN. Well
for writing an excellent report or for organising a done! You’ve done a lot of research and
organised all the
workshop or another event.
information very clearly.
- Ask Ss to work in pairs to make similar A: I’m so pleased to hear that you like it.
conversations for the two situations, using Thank you.
expressions for making and responding to 2.
suggestions. A: I have attended the workshop on skills
- Give each pair a few minutes to plan their for future leaders in ASEAN. It was so
well organised.
conversations. In weaker classes, they choose one
B: Thank you. That means a lot to me.
situation and swap roles. In stronger classes, they A: And I love the eye-catching and
can make two conversations. informative handouts. You and the
- Allow Ss enough time to practise their organising team must have
conversations. Then invite some pairs to role-play put a lot of effort to prepare for this
their conversations in front of the class. workshop.
- Praise for good effort, clear pronunciation, B: I really appreciate your kind words
fluent delivery and use of compliments.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.
3. ACTIVITY 2: CULTURE (12 mins)
a. Objectives:
- To introduce words / phrases related to Lunar New Year in ASEAN.
- To help Ss practise the words in meaningful contexts.
- To help Ss relate what they have learnt about Lunar New Year to real-life situations.
b. Content:
- Task 1: Read the text and complete the table below (p.50)
- Task 2: Work in pairs. Discuss the similarities and differences between the New Year Festivals in
Viet Nam and other ASEAN countries. (p.50)
c. Expected outcomes:
- Students can identify and describe how different ASEAN countries celebrate New Year festivals.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Read the text and complete the table below (6 mins)
- Ask Ss if they know any New Year Answer key:
Festivals in ASEAN. Elicit some Lunar New Buddhist
Year calendar
questions to get more ideas, e.g., when it
Location Viet Nam, Laos, Cambodia,
is celebrated, what they often do in that
Singapore, Thailand &
festival. Then introduce the festivals that Indonesia Myanmar
they are going to read about in this and parts of
section. Malaysia
- In weaker classes, pre-teach some of the Time January or April
February
more difficult words and phrases, e.g.,
Activities honour offer rice to
festivities, ancestors, scare...

148
 - Ask Ss to read the text and complete the ancestors, get Buddhist monks
table individually. together with to show respect
- Invite individual Ss to share their tables family and and receive
friends, have wishes for good
to the class. Alternatively, draw the table
a big family luck and health,
on the board and have individual Ss meal, and decorate homes,
complete the three sections. Confirm the wish one cook traditional
correct answers. another dishes, and splash
prosperity each other with
for the year to water; art
come; performances,
parades, street folk games, and
parties and art dancing
performances
Task 2. Discuss in pairs. What would you say to these people? (5 mins)
- Ask Ss to work in pairs and work out the Suggested answer:
Like some ASEAN countries, such as Singapore
similarities and differences between the
and the Philippines, Viet Nam celebrates Lunar
New Year in Viet Nam and other ASEAN New Year. During this festival, Vietnamese people
countries based on the categories in the also observe customs, such as honouring
table in 1. ancestors, and having family gatherings and big
- Ask some pairs to share their findings meals, but we do not have parades or street
with the whole class. parties like other countries.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: EXTRA ACTIVITY (6 mins)
a. Objectives:
- To help Ss gain some knowledge about the importance of Lunar New Year to Vietnamese people.
- To help Ss be aware of Vietnamese tradition in celebrating Lunar New Year.
b. Content:
- Discussion.
c. Expected outcomes:
- Students can recall past simple or the present perfect, gerunds and apply them to give a short talk
on the given topic.
d. Organisation
Teacher’s & Students’ activities Contents
Answer the following questions (6 mins)
1. Is Lunar New Year important to Vietnamese people? Students’ creativity
2. What are the traditions of Lunar New Year?
List out some activities you would do in the Tet Holiday.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

149
 b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 - Looking back and project.

Period 36
UNIT 4: ASEAN AND VIET NAM
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 4;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Respect other cultures
- Show responsibility when doing the project with their groups
II. MATERIALS
- Grade 11 textbook, Unit 4, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of ASEAN
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Odd one out!
c. Expected outcomes:
- Students can identify some basic knowledge about ASEAN countries.
d. Organisation

150
 Teacher’s & Students’ activities Contents
Game: Odd One Out! Suggested words:
- Ss work in 2 teams 1. B 2. C 3. A
- There are 6 questions shown one-by-one. 4. B 5. B 6. C
- Ss raise their hands to answer the questions.
- The group having more points is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)
a. Objectives:
- To help Ss revise words with elision.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review how to use gerunds.
b. Content:
- Task 1: Listen and underline words with elision. Then practise saying the sentences in pairs (P. 50)
- Task 2: Choose the correct words to complete the sentences. (p.50)
- Task 3: Circle the underline part that is incorrect in each of the following sentence. Then correct it
(p.50)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1: Listen and underline words with elision. Then practise saying the sentences in
pairs (4 mins)
- Have Ss read the sentences and underline words Key:
with elision first. 1. There are no c(o)rrect answers on
- Call two Ss to write their underlined words on the her test paper.
board. 2. He’s going to fly to Bangkok
t(o)night.
- Then play the recording, pausing after each
3. The participants were prob(a)bly
sentence for Ss to check their answers. excited about the palace hist(o)ry.
- Play the recording again for Ss to repeat the 4. I b(e)lieve that members expressed
sentences. diff(e)rent opinions about the issue.
- Put Ss in pairs and practise saying the sentences.
Task 2: Choose the correct words to complete the sentences. (4 mins)
- Ask Ss to read the sentences quickly and check if KEY:
they don’t know any words. 1. an eye-opening
- Have Ss do this activity individually and write 2. contribution
3. leadership
their answers.
4. cultural
- Ask individual Ss to write their answers on the
board, and check answers as a class.
Task 3: Circle the underline part that is incorrect in each of the following sentences.
Then correct it. (4 mins)
- Ask Ss to find the mistake in each sentence Answer key:
individually first. 1. C (discuss => discussing)
- Then have them discuss and compare answers in 2. A (Organise => Organising)
pairs, before checking answers as a class. 3. B (to translate => translating)

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 4. B (participate => participating)
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)
a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise
giving a presentation.
b. Content:
- Presentation of posters about features of an ASEAN country.
c. Expected outcomes:
- Students can present their posters about ASEAN.
d. Organisation
Teacher’s & Students’ activities Contents
Work in groups. Find information about a member country of ASEAN. Present your
research to the class. You can make a poster, a video, or presentation slides.
- As Ss have prepared for the project throughout the unit, the focus of Students’
this lesson should be on the final product, which is an oral presentation, presentations
a video, or a poster.
- Have Ss work in their groups. Give them a few minutes to get ready
for their poster presentations. Ask them to decide who is going to stand
next to the group poster and answer questions about it, and what
questions the rest of the group can ask as they walk around the
classroom and view other groups’ posters.
- Give Ss a checklist for peer and self-assessment. Explain that they
will have to tick the appropriate items while listening to their
classmates’ presentations and write comments if they have any. The
presenters should complete their self-assessment checklist after
completing their presentation.
- If necessary, go through the criteria for assessing their talk to make
sure Ss are familiar with them.
- Invite two or three groups to give their presentations. Encourage the
rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also give
Ss marks for their presentation as part of their continuous assessment.
- All groups exhibit their posters and make presentations.
- When one group makes a presentation, others listen and complete the
evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the group
which has the most votes.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 5.

152
 Period 37
UNIT 5: Global warming
Lesson 1: Getting started - A presentation about global warming

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Global warming.
- Gain vocabulary to talk about global warming
- Get to know the language aspects: participle and past participle clauses.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Have responsibility for protecting the environment
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 5, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. global warming (n) /ˌɡləʊbəl ˈwɔːmɪŋ/ a gradual increase in world temperatures

2. consequence (n) /ˈkɒnsɪkwəns/ a result of a particular action or situation,

often one that is bad or not convenient

3. temperature (n) /ˈtemprətʃər/ the measured amount of heat in a place or in

the body

4. atmosphere (n) /ˈætməsfɪər/ the mixture of gases around the earth

5. fossil fuel (n) /ˈfɒsəl ˌfjʊəl/ fuels, such as gas, coal, and oil, that were
formed underground from plant and animal
remains millions of years ago

6. carbon dioxide (n) /ˌkɑːbən daɪˈɒksaɪd/ the gas formed when carbon is burned, or
when people or animals breathe out
Assumption
Anticipated difficulties Solutions
Students are reluctant to work in - Encourage students to work in pairs and in groups
groups. so that they can help each other.

153
 - Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of global warming.
- To set the context for the listening and reading part.
b. Content:
- Earth quiz
c. Expected outcomes:
- Students can have an overview of global warming.
d. Organisation
Teacher’s & Students’ activities Contents
Earth quiz Questions:
- Teacher shows the quiz. 1. Most places on Earth are warmer than they
- Ss work in 4 groups. Each group raises their were 100 years ago.
hands to take turns and answer the multiple- 2. Where have some of the strongest and
choice questions. The groups get points for earliest impacts of global warming occurred?
every correct answer. 3. How do scientists collect evidence about
- The group with the highest points is the climate?
winner. 4. Which of the following gases does not trap
heat?
5. As average global temperature rises, ___
6. Which greenhouse gas is the main driver of
Earth’s current warming?
Key:
1. True
2. In the Northern latitudes
3. All of the above
4. Nitrogen
5. average rainfall increases
6. Carbon dioxide
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to gain vocabulary related to the topic.
154
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
Teacher’s & Students’ activities Contents
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. Global warming (n)
- Teacher explains the meaning of the new vocabulary 2. Consequence (n)
by pictures. 3. Temperature (n)
- Teacher checks students’ understanding. 4. Atmosphere (n)
- Teacher reveals that these words will appear in the 5. Fossil fuel (n)
reading text and asks students to open their textbook to 6. Carbon dioxide (n)
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To identify words and phrases related to global warming used in the text.
- To help Ss identify the causes and consequences of global warming.
b. Content:
- Task 1: Listen and read. (p.52)
- Task 2: Read the conversation again and complete the diagram, using the following phrases. (p.53)
- Task 3: Match the words to make phrases. (p.53)
- Task 4: Complete the sentences using words and phrases from exercise 1. (p.53)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the Questions:
book (p.52) as well as the conversation and - What can you see in the picture?
answer the questions. - How many people are there in the
- Ss answer the questions in pairs. conversation?
- Teacher plays the recording twice. Ss listen and - What do you think they are discussing?
read. Suggested answers:
- Teacher checks Ss’ prediction. T calls 2 Ss to - the Earth, the Sun
read the conversation aloud. - 3 people
- They are discussing global warming
Task 2. Read the conversation again and complete the diagram, using the following
phrases. (5 mins)

155
 - Ask Ss to work individually first and complete Answer key:
the diagram with the phrases. Encourage them to 1. c
read the conversation again. 2. a
- Then put them in pairs to compare their answers. 3. d
- Check answers as a class. Encourage Ss to 4. b
provide evidence from the conversation for their
answers.
E.g: Number 1 goes with choice c because Nam
says, ‘burnt for energy, fossil fuels release large
amounts of carbon dioxide’. Number 2 goes with
choice a, and the evidence is in Mai explanation
‘they act like the glass in a greenhouse. Trapping
too much of the sun’s heat, they stop it from
escaping back into space’.
Task 3. Match the words to make phrases. (5 mins)
- Have Ss look at the words in the two columns. Answer key:
Explain that these words are used to make phrases 1. c
mentioned in the conversation in Activity 1. 2. e
- Ask Ss to match the words individually. 3. b
- Check answers as a class. 4. a
- Elicit the meaning of any words or phrases Ss 5. d
don’t know or find hard to understand.
Task 4. Complete the sentences using words and a phrase from Task 1. (5 mins)
- Tell Ss to read the incomplete sentences and Answer key:
check comprehension. 1. Burnt
- Have Ss work individually. Encourage them to 2. Trapping
find the verb phrases in the conversation. 3. adding
- Check answers by having individual Ss read the
sentences.
- Ask them if they can name the grammar
structure, i.e. present participle and past participle
clauses.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise speaking skills.
- To help Ss memorize the basic knowledge on the effects of global warming.
b. Content:
- Discussion
c. Expected outcomes:
- Students can identify one effect of global warming that they have personally experienced.
d. Organisation
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 Teacher’s & Students’ activities Contents
Task 5: Discussion
What is one effect of global warming that you have Students’ own answers
personally experienced? (Students can tell more if
possible)
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson

Period 38
UNIT 5: GLOBAL WARMING
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use sentence stress appropriately to speak with a natural rhythm.
- Understand and use words and phrases related to global warming.
- Use present participle and past participle clauses correctly.
2. Core competence
- Be collaborative and supportive in pair work and team work.
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Personal qualities
- Be aware of global issues and protect the environment
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 5, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Present participle Past participle
The present participle is used to form a The past participle is a verb form usually
participle clause when the participle and the ending in -ed, which normally has a passive
verb in the main clause have the same subject meaning.
and the action is done by the same person or Similar to present participles, past participles
thing. can form past participle clauses, but with a
The present participle is a verb form ending in passive meaning.
-ing and it has an active meaning.
Assumption

157
 Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on global warming.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can get further understanding of global warming.
d. Organisation

Teacher’s & Students’ activities Contents

Video watching Link:
- Ss work in 4 groups. https://ed.ted.com/lessons/climate-
- Teacher shows a video about causes and effects of change-earth-s-giant-game-of-tetris-
global warming. joss-fong
- All teams watch the video and answer questions.
- Teacher checks the answers of each group. Suggested questions and answers:
- The group that has the most correct answers is the 1. Which game was mentioned?
winner. - Tetris
2. What else do we call carbon dioxide?
- Greenhouse gas
3. Why do people cut down trees?
- To make room for agriculture
4. How much has the amount of CO2
increased in the atmosphere since
1750?
- By 40%
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise sentence stress appropriately.
b. Content:
- Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (p.53)
- Task 2: Underline the stressed words in the sentences. Listen and check. Then practise saying the
sentences with a natural rhythm. (p.53)
c. Expected outcomes:
- Students can say the given sentences with a natural rhythm.

158
d. Organisation
Teacher’s & Students’ activities Contents
Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (5 mins)
- Play the recording and ask Ss to listen to the sentences.
Have them pay attention to the sentence stress (the
stressed words in bold) and rhythm (the combination of
stressed and unstressed syllables).
- Play the recording again, pausing after each sentence
for Ss to repeat.
- Have Ss read the notes in the Remember! box. Check
understanding by asking individual Ss to briefly explain
what words to stress in their spoken sentences to sound
natural and fluent.
- Ask Ss to work in pairs, taking turns to read the
sentences. Call on some Ss to read them out loud.
Task 2: Underline the stressed words in the sentences. Listen and check. Then practise
saying the sentences with a natural rhythm. (7 mins)
- Ask Ss to read the information in the Remember! box Answer key:
carefully. 1. The village was completely
- Have them quickly look through the sentences, destroyed by floods.
underline the stressed words, and practise saying the 2. Some gases are released in the
sentences with a natural rhythm.
air through human activities.
- Play the recording for Ss to check if they have correctly
underlined the stressed words. In stronger classes, ask Ss 3. Has the earth's temperature
to mark the word stress, e.g ˈvillage, comˈpletely, de increased in the past few years?
ˈstroyed. 4. Some environmental disasters
- Check answers as a class. will become more frequent.
- Play the recording again, pausing after each sentence
for Ss to repeat.
- Ask Ss to work in pairs, taking turns to practise reading
the sentences. Call on some Ss to read them out loud.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words and phrases related to global warming.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.54)
- Task 2: Complete the sentences using the words and phrases in task 1(p.54)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
contexts.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Match the words with their meanings. (6 mins)
- Teacher tells Ss that the words / phrases in the activity are Answer key:

159
 related to global warming. 1. e
- Teacher has Ss match each word with its meaning. 2. c
- In weaker classes, do the first one as an example before 3. d
asking Ss to match the rest individually or in pairs. 4. a
- Check answers as a class. 5. b
Task 2. Complete the sentences using the words and phrases in task 1. (6 mins)

⮚ - Tell Ss to read the sentences carefully and decide which

Answer key:
1. renewable
word in Activity 1 can be used to complete each of the 2. waste
sentences. Tell them to change the forms of some words if 3. released
necessary. 4. coal
⮚ - Ask Ss to work individually to complete the sentences. 5. fossil fuels
Remind them to use the context clues to help them decide on
each word. Then put Ss into pairs to compare their answers
with a partner.
⮚ - In weaker classes, have Ss look up the words in the glossary
if necessary.
⮚ - Check answers as a class by having Ss call out the missing
word first, then read the whole sentence.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss recognise and practise present participle clauses.
- To help Ss recognise and practise past participle clauses.
b. Content:
- Task 1: Find and correct the mistakes in the following sentences. (p.55)
- Task 2: Rewrite these sentences using past participle clauses. (p.55)
c. Expected outcomes:
- Students can use participle clauses in sentences.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1. Find and correct the mistakes in the following sentences. (6 mins)
- Focus Ss’ attention on the structure of the present participle Answer key:
clause (a verb form ending in -ing). 1. Was waiting → Waiting
- Ask Ss to paraphrase the 2 examples in the Remember! box: 2. Saw → Seeing
‘Trapping too much of the sun’s heat, greenhouse gases stop it 3. were planting → planting
from escaping back into space’ => ‘As / Since greenhouse
gases trap too much of the sun’s heat, they stop it from
escaping back into space.’
‘Walking on the beach, they picked up litter.’ => ‘While they
were walking on the beach, they picked up litter.’
- Ask Ss to focus on the subject in each sentence and ask
questions to elicit that the participle and the verb in the main

160
 clause have the same subject and the actions are done by the
same person or thing.
- Have Ss correct the sentences individually or in pairs.
- Check answers as a class.
Task 2. Rewrite these sentences using past participle clauses. (7 mins)

⮚ - Ask Ss to read the explanation and examples in the

Suggested answer:
1. Not kept cool in hot
Remember! box carefully and check their understanding. Tell weather, farm animals can
them to pay attention to the form of the past participle (a verb suffer from heat stress.
form usually ending in -ed) and two main uses of past 2. Worried about the
participle clauses (i.e. giving the reason for an action and consequences of
expressing a condition). deforestation, some farmers
⮚ - Have Ss study the example before asking them to do the stopped burning trees to
create farmland.
activity individually. Walk round the class and offer help if 3. Produced in huge amounts,
necessary. carbon dioxide causes air
⮚ - Put Ss into pairs and have them compare their sentences. pollution and climate change.

⮚ Check answers as a class.

⮚ - In weaker classes, have Ss write the sentences on the board

and explain the paraphrases.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.

Period 39
UNIT 5: GLOBAL WARMING
Lesson 3: Reading - The UN Climate Change Conference

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for general ideas and for specific information in the news about the UN Climate Change
Conference.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;

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 - Actively join in class activities.
3. Personal qualities
- Be aware of global issues and find solutions for them
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 5, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on climate change;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Describing game
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by the
teacher.
d. Organisation
Teacher’s & Students’ activities Contents
Describing game
- Students work in 3 groups
- Students look at the pictures and describe the
situations before and after.
- Ss raise hands to take turns describing the
pictures.
-Teacher leads into the new lesson.
e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (5 mins)
a. Objectives:

162
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Task 1. Work in pairs. Look at the pictures and discuss the environmental problems you see. (p.55)
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Work in pairs. Look at the pictures and discuss the environmental problems you
see.
(5 mins)
- Ask Ss to work in pairs to discuss the pictures Questions:
and identify the environmental problems. What can you see in the pictures?
- Ask some guiding questions. Do you think human activities like
- Invite individual Ss to share their answers with farming can cause any negative impacts
the class. on the environment?
- Introduce the topic of the reading text. How does deforestation contribute to
global warming?
Have you heard about global efforts to
deal with climate change?
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (22 mins)
a. Objectives:
- To help Ss practise reading for main ideas in an article about the climate change conference.
b. Content:
- Task 2. Read the article and choose the best title for it. (p.55)
- Task 3. Read the article again. Match the highlighted words with their meanings. (p.56)
- Task 4. Read the article again and choose the correct answers A, B, or C. (p.56)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully
d. Organisation
Teacher’s & Students’ activities Contents
Task 2: Read the article and choose the best title for it. (8 mins)

- Have Ss read the whole text quickly to get an overall idea. In

weaker classes, go through the answer options and check Answer key:
understanding. C - Main goals of
- Ask Ss to work in pairs to compare their answers. Walk round the this year’s COP
class and provide help if necessary.
- Remind them that incorrect headings for a section are often
“irrelevant” (i.e., not mentioned in the section), “too narrow” (i.e.,
only representing part of the section) or “too general” (i.e., not
specific to that section only).
- In weaker classes, have Ss read the article and find the most
163
 important pieces of information and summarise them. This can help
them recognise the right title.
- Check answers as a class.
Task 3. Read the article again. Match the highlighted words with their meanings. (7
mins)

- Ask Ss to read the article. Focus their attention on the context of the
highlighted words and have them look for clues offering direct or Answer key:
indirect suggestions about their meanings, e.g. CO2 in paragraph 2 1. d
suggests that emissions are gases while methane is a gas as in 2. c
paragraph 5 it is defined ‘a greenhouse gas’. Preposition between 3. b
used after balance prompts equal things in a situation. 4. a
- Check answers as a class.
- Ask Ss to make sentences with each of the words to check
understanding if time allows.
Task 4. Read the article again and choose the correct answers A, B, or C. (7 mins)
- Have Ss read the multiple-choice questions. Check Ss’
understanding and explain new or difficult vocabulary if necessary. Answer key:
- Ask Ss to read the article again. Have Ss work individually to 1. C
answer the questions. Encourage them to discuss and compare their 2. A
3. C
answers with a partner.
4. B
- Check answers as a class. Have Ss explain the answers by providing
5. B
evidence from the article, e.g. Choices A and B in question 1 are (the
paraphrases of) key goals 2 and 3 while choice C is not (Paragraph 5
says, ‘The last key goal is to reduce methane emissions’).
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (9 mins)
a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Discussion (p.56)
c. Expected outcomes:
- Students can use the ideas and language in the reading passage to talk about their opinions
d. Organisation
Teacher’s & Students’ activities Contents
Task 5. Discussion Suggested solutions
- Ask Ss to work in groups of three or four. 1) Use less energy at home
- Tell Ss to brainstorm and suggest some possible 2) Plant trees
solutions to global warming. Have Ss think about 3) Walk, bike, or use public transport
things they can do as individuals to help fight global

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 warming. 4) Eat more vegetables and less meat
- Suggest that Ss make use of graphic organisers for 5) Choose eco-friendly products
brainstorming, e.g., spidergrams. An example is at 6) Switch to green power
https://www.savecoastalwildlife.org/solutions-to- 7) Follow 4Rs: Reduce, reuse, repair,
global-warming recycle
- Ask Ss from different groups to share their ideas with
the rest of the class. Encourage them to explain how
each action will help limit of stop global warming, e.g.,
Use less energy at home (less greenhouse gas
emissions); Plant trees (more oxygen, less CO2)
- Praise for workable solutions and fluent delivery.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about effective methods to live healthily and increase life expectancy.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Period 40
UNIT 5: GLOBAL WARMING
Lesson 4: Speaking – Human activities and global warming

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Present ideas clearly in a discussion.
- Talk about human activities and global warming.
- Gain some language expressions to ask for and give opinions.
2. Competences
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Have responsibility for protecting the environment
- Develop self-study skills.
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 4, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards

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- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on cause-effect relation.
- To set the context for the speaking part;
- To help Ss get ready for the lesson by providing some background information.
b. Content:
- Matching game
c. Expected outcomes:
- Students can follow the instructions to perform the task successfully.
d. Organisation
Teacher’s & Students’ activities Contents
Matching game Key:
- Teacher shows some causes and effects of global 1. Ice on the poles is melting - Sea
warming on the screen. level is rising
- Ss works in 4 groups. The groups raise hands to take 2. The snow fell all night - Schools
turns to match the causes with the correct effects. and factories are closed today.
- The group with the highest points is the winner. 3. It rained all week - The town was
flooded
4. Lightning struck the tree - It
burned and blocked the road
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (12 mins)
a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Introducing tips to give instructions.
- Task 1. Match the activities (1–3) with their possible effects on the environment (a–f). (p.56)
- Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs. (p.57)
c. Expected outcomes:
- Students can use key language more appropriately when they speak.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Match the activities (1–3) with their possible effects on the environment (a–f). (5
mins)
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 - Ask Ss to have a look at the activities and their possible effects Suggested answers:
on global warming. Check understanding. Explain any new words 1. c, e
or phrases. 2. a, d
- Have Ss match the activities with their effects on the 3. b, f
environment. Ask them to discuss and compare answers with a
partner.
- Check answers as a class.
Task 2. Use the sentences in the box to complete the conversation. Then practise it in
pairs. (7 mins)

- Ask Ss to focus on the sentences in the box and make sure they
understand their meaning. Have Ss read through the incomplete
discussion about the reasons why cutting down or burning forests
is the most serious problem causing global warming. Suggested answers:
- In weaker classes, ask questions to elicit the answers. e.g. Mark 1. B
starts the conversation by asking Mai for her opinion. Which of 2. D
the options in the box expresses her opinion? Mark wants to know 3. A
why she thinks that or the reasons. Which of the options is a 4. C
suitable answer?
- Check answers as a class.
- Have Ss read the explanations and examples in the Tips box.
Focus their attention on the tips useful for presenting ideas clearly
in a discussion and ask which of the tips and which words / phrases
Mai has used (all the tips; words / phrases: I think, There are two
main reasons, First).
- Ask Ss to practise the conversation in pairs.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: LESS CONTROLLED PRACTICE (10 mins)
a. Objectives:
- To provide a model conversation in which speakers discuss which human activity contributes most to
global warming and practise presenting ideas clearly.
- To give Ss an opportunity to personalise the model conversation and discuss other causes of global
warming.
b. Content:
- Task 3 Work in pairs. Talk about the other human activities that contribute to global warming. Use
the ideas in task 1, the model and the tips in task 2 to help you. (p.57)
c. Expected outcomes:
- Students can present their ideas clearly.
d. Organisation
Teacher’s & Students’ activities Contents
Task 3. Work in pairs. Talk about the other human activities that contribute to global
warming. Use the ideas in task 1, the model and the tips in task 2 to help you.

- Explain the task and remind Ss of the tips for presenting

167
 Students’ practice
ideas clearly in a discussion.
- Ask Ss to work in pairs. They should talk about other human
activities and how they contribute to global warming.
- Remind Ss to use the expressions in the Tips box to state
ideas, agree or disagree and introduce arguments.
- Walk round to provide help if necessary.
- Encourage them to swap roles so that each student has a
chance to ask and answer about human activities and global
warming.
- Invite some pairs of Ss to role-play their conversation in front
of the whole class. Praise for good effort, clear pronunciation,
well-structured questions and interesting answers.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: FREE PRACTICE (15 mins)
a. Objectives:
- To give Ss an opportunity to take part in a group discussion about global warming, then report
their discussion to the whole class.
b. Content:
- Task 4. Work in groups. Decide which human activity contributes to global warming the most.
Report to the whole class. (p.57)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about global warming and report to
the class.
d. Organisation
Teacher’s & Students’ activities Contents
Task 4. Work in groups. Decide which human activity contributes to global warming the
most. Report to the whole class.
- Ask Ss to work in groups to prepare a discussion about human
activities and global warming. Students’ practice.
- Tell groups to choose a group leader whose role is to keep the
discussion going and ensure that everyone has a chance to speak.
Remind group members that they need to listen without
interrupting their classmates, wait for their turn to speak, take
notes, and contribute ideas.
- Walk round the class to provide help when necessary and
encourage quiet group members to get involved.
- Invite some groups to present their discussion in front of the
class and answer any questions from the rest of the class.
- Praise groups who present their opinions and arguments clearly.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

168
 4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Period 41
UNIT 5: GLOBAL WARMING
Lesson 5: Listening – Black carbon and global temperature

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- listen for main ideas and specific information in a talk about black carbon and global temperature
- Memorise vocabulary to talk about climate change.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 5, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. soot (n) /sʊt/ a black powder composed mainly of carbon,
produced when coal, wood, etc. is burned

2. soil (n) /sɔɪl/ the material on the surface of the ground in which
plants grow; earth

3. crop (n) /krɒp/ a plant such as a grain, vegetable, or fruit grown

in large amounts on a farm, or the total amount
gathered of such a plant

4. melt (v) /melt/ to turn from something solid into something soft
or liquid
Assumption
169
 Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they know the pronunciation and
recording. understand the meaning of important words.
- Teach them the skill of underlining key words in
the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic.
- To set the context for the listening part.
b. Content:
- Climate change quiz
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

Teacher’s & Students’ activities Contents

Climate change quiz Questions (PPT slides):
- Teacher shows the questions about climate 1. True or False: Wasting less food is a way to
change. reduce greenhouse gas emissions.
- Questions are shown one by one, the whole 2. Which of the following is a greenhouse gas?
class compete to answer the questions. 3. What is the greenhouse effect?
- After the game, Ss with the highest point is 4. What can you do to help fight climate
the winner. change?
- Teacher leads in the lesson. Key:
1. True
2. All of the above
3. When the gases in our atmosphere trap heat
and block it from escaping our planet
4. All of the above

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (10 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.

170
b. Content:
- Pre-teach vocabulary related to the content of the lesson.
- Task 1: Work in pairs. Match the words with their meanings. (p.57)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation
Teacher’s & Students’ activities Contents
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary1. soot (n)
with different techniques (pictures, actions, synonyms2. soil (n)
…) 3. crop (n)
- Teacher checks students’ understanding with the “Rub4. melt (v)
out and remember” technique.
- Teacher asks Ss to take notes in their notebooks.
Task 1. Work in pairs. Match the words with their meanings. (5 mins)
Key:
- Ask Ss to look at the picture and try to elicit the
1. c
pollutant, e.g. Open fires release black carbon or soot.
2. a
- Write the phrase ‘black carbon’ on the board. Ask Ss if
3. d
they know its meaning. Tell them it is also known as
4. b
‘soot’.
- Ask Ss to do the activity by matching the words with
their meanings. Walk round the class and provide help if
necessary. Point out the part of speech (v, n) and explain
any difficult words or phrases.
- Check answers as a class. Make sure Ss understand the
words by asking Ss to make sentences with them.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (15 mins)
a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
b. Content:
- Task 2. Listen to a talk and choose the main idea. (p.57)
- Task 3. Listen to the talk again. Choose the correct answers A, B, or C (p.57)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

Teacher’s & Students’ activities Contents

171
 Task 2. Listen to a talk and choose the main idea. (7 mins)
Answer key:
- Tell Ss that they are going to listen to a talk about black carbon.
Have Ss read the title options and check understanding. C
- Ask them to read the three ideas and check their understanding. In
weaker classes, make sure Ss understand more difficult vocabulary
such as produce, contribute, sources, emissions, affect. Pre-teach
them if necessary.
- Ss listen to the recording and do as instructed.
- T reminds Ss that incorrect choices are often “irrelevant” (i.e., not
mentioned in the talk), “too narrow” (i.e., only representing part of
the talk) or “too general” (i.e., too broad or too vague).
- Check answers as a class. Explain why C is the correct answer
(i.e., black carbon emissions come from several sources and affect
the earth’s temperature) and why other answers are incorrect (i.e., A,
B aree ko ‘irrelevant’ or not mentioned).
Task 3. Listen to the talk again and choose the correct answers A, B, or C. (8 mins)

- Give Ss some time to read through the questions and underline key
words to help them work out the answers. Check if they understand Answer key:
all the vocabulary. 1. B
- In stronger classes, ask Ss if they can answer the questions without 2. B
listening to the conversation again. 3. C
- In weaker classes, pre-teach some difficult vocabulary such as 4. A
consist of, previously thought, last, increase, speed of melting.
- Play the recording once in stronger classes and twice in weaker
classes.
- If time allows, ask Ss to discuss their answers in pairs.
- Check answers as a class. Play the recording, pausing at the places
where Ss can find the answers, e.g. choice B is the answer to
question 1 (‘these huge fires are the world’s biggest source of soot’),
choice C is the answer to question 2 (‘it only lasts for a few days or
weeks’), choice C is the answer to question 3 (‘when black carbon
falls onto ice or snow, it warms the surface and increases the speed
of melting’), choice A is the answer to question 4 (‘offering me the
opportunity to talk about black carbon’, ‘So what do you think we
should do’).
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (12 mins)
a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To give Ss an opportunity to use the ideas and language in the listening to talk about sources of
black carbon in their city or neighbourhood.
- To give students authentic practice in using target language.
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 - To revise opinion phrases in the Speaking section.
b. Content:
- Task 4. Work in groups and answer the questions. (p.57)
c. Expected outcomes:
- Students can use the language and information from the unit to present their own ideas.
d. Organisation
Teacher’s & Students’ activities Contents
Task 4. Work in groups and answer the questions. (p.57)

- Ask Ss to work in groups. Have Ss decide if black carbon Question:

is found in their city or neighbourhood and give reason(s) for - Is black carbon found in your
their answer. Tell Ss to note down their ideas. city or neighbourhood?
- In weaker classes, do the brainstorming with all Ss and - If so, where does it come
write the best ideas on the board. from?
- Invite some Ss from each group to present a summary of Student’s practice
their discussions to the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson –Writing.

Period 42
UNIT 5: GLOBAL WARMING
Lesson 6: Writing – A leaflet about ways to reduce black carbon emissions

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a leaflet about ways to reduce black carbon emissions.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be aware of global issues and protect the environment
- Develop self-study skills.
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 5, Writing
173
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups
so that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ comprehension of leaflet.
- To set the context for the writing part.
b. Content:
- LEFT/RIGHT quiz.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation
Teacher’s & Students’ activities Contents
Quiz - “Left or Right?”
- Teacher shows the questions one by one, the whole (PPT slides)
class answer the questions. Posters/ booklets/ poster/ banner/
- After each question, teacher pauses for a moment to leaflet
ask Ss to raise their hands to answer.
- Teacher leads in the lesson by linking formal request
to proposal.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (15 mins)

a. Objectives:
- To help Ss build up ideas that they can later use for their writing.
- To familiarise Ss with the structure and language of a leaflet.
b. Content:
- Task 1: Work in pairs. Match the ways to reduce black carbon emissions (1–3) with the reasons (a–
i) for doing so. (p.58)
- Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use the tips on page
59 to help you. (p.58)
c. Expected outcomes:
- Students understand the reasons to reduce black carbon emissions.
- Students can identify the structure and language of a leaflet.
d. Organisation
Teacher’s & Students’ activities Contents

174
 Task 1. Work in pairs. Match the ways to reduce black carbon emissions (1–3) with the
reasons (a–i) for doing so. (8 mins)
- Have Ss work in pairs. Tell them to look at the ways
to reduce black carbon emissions and the reasons. Answer key:
- Explain any new words. Ask Ss to do the matching, 1. a, c, d
then discuss and check their answers with a partner. 2. f, g, i
- Check answers as a class. 3. b, e, h
Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use the tips
on page 59 to help you. (7 mins)
- Ask Ss to work in pairs and study the five-part Key:
structure of the sample leaflet. 1. a 2. b 3. d
- Tell them to read the tips for writing a leaflet and 4. c 5. e
check their understanding.
- In weaker classes, explain any new or difficult words,
either in the tips or in the sample (e.g. slogan, call for
action, renewable energy, warming effect, run out,
solid fuels, switch to, organic waste etc.).
- Ask Ss to look at the leaflet and label its parts, using
the words in the box.
- Walk round the class to provide help if necessary.
- Check answers as a class.
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (10 mins)
a. Objectives:
- To help Ss practise writing a leaflet about ways to reduce black carbon emissions.
b. Content:
- Task 3. You are organising your school's Green Fair. Write about 120–150 words to complete the
leaflet in 2. Use the suggested ideas in 1, and the tips above to help you. (p.59)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation
Teacher’s & Students’ activities Contents
Task 3. You are organising your school's Green Fair. Write about 120–150 words to
complete the leaflet in 2. Use the suggested ideas in 1, and the tips above to help you. (12
mins)
- Explain the task. Ask Ss to refer back to the SAMPLE
suggested ideas in 1, and study the sample paragraph How dangerous is using solid fuels
and tips in 2 carefully. Make sure Ss understand the at home?
structure and the language of a leaflet. Many people still use solid fuels like
- In weaker classes, provide the first paragraph of the coal and wood for heating and
suggested answer below as a model by reading it cooking. However, when burnt at
aloud or displaying it on the board. Check Ss’ home, they produce black carbon and
understanding. other pollutants. The tiny pieces of
175
 - Explain that they can use the ideas suggested in 1 black carbon released from indoor
when they develop their paragraphs. stoves can enter the human body and
- Remind Ss that writers often provide detailed cause serious health problems.
explanations or examples to support each idea in a Household air pollution kills millions
paragraph. Set a time limit for Ss to write in class. of people every year.
- In weaker classes, put Ss in pairs or groups to help Use soot-free fuels!
each other. Walk round the class to provide help.
- If time allows, encourage Ss to swap their writing Renewable energy is the future!
with a partner for peer feedback. Ask them to focus on Renewable energy is clean and free
the content, language, and structure in their comments. of black carbon and greenhouse
Encourage Ss to make some revisions based on their gases, so it does not pollute the
partners’ suggestions before they produce a final draft. environment. Renewable energy can
- Collect Ss’ paragraphs and give face-to-face replace fossil fuels because it is
feedback in private, or give them back with some convenient and reliable. Fossil fuels
written feedback. will be used up in this century while
renewable energy will never run out
because it comes from the Earth’s
natural sources.
Power the planet with renewable
energy!
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (10 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
Teacher’s & Students’ activities Contents
CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss2. Legibility: …/10
do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner5. Grammar usage and
and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other Ss
- Teacher chooses some typical errors and corrects as the
176
 whole class without nominating the Ss’ names.
`e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

Period 43
UNIT 5: GLOBAL WARMING
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- To review expressions for giving warnings and responding.
- Understand the environmental impact of farming and how to reduce it
2. Core competence
- Be able to give warnings and responding;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to share the awareness to help the Earth when necessary.
- Protect their surrounding environment.
II. MATERIALS
- Grade 11 textbook, Unit 5, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. atmosphere (n) /ˈætməsfɪə(r)/ the mixture of gases that surrounds the earth

2. crop (n) /krɒp/ the amount of grain, fruit, etc. that is grown in one
season

3. deforestation (n) /ˌdiːˌfɒrɪˈsteɪʃn/ the act of cutting down or burning the trees in an area

4. farming (n) /ˈfɑːmɪŋ/ the activity of working on a farm or organizing the

work there

Assumption
Anticipated difficulties Solutions
Students are reluctant to work in groups. - Encourage students to work in pairs and in

177
 groups so that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in
small chunks (before every activity).
Students may lack vocabulary to deliver a
- Provide vocabulary and useful language
speech
before assigning tasks
- Encourage students to work in groups so that
they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the impact of farming on the
environment.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can identify keywords and information from the video to answer the questions.
d. Organisation
Teacher’s & Students’ activities Contents
Video watching Link: https://www.youtube.com/watch?
- Ss work in groups and watch the video. v=7I0v3LhKhQg
- There are 3 questions which relate to the video.
- T asks Ss to raise their hands and answer the Suggested answer:
1. False
questions.
2. 6 kilograms
- The group which gets the most correct answers 3. We can consume fewer animal
is the winner. products or even go meat free.
Questions:
1. Farm animals contribute less to the emission of
CO2 than vehicles. True or False?
2. How many kilograms of plant protein are used
in order to produce 1 kilogram of animal protein?
3. What can we do to reduce greenhouse gas?
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)
a. Objectives:
- To help Ss learn about ways to reduce the impact of farming on global warming.
- To provide Ss with a model conversation in which people give and respond to warnings.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p 59)
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One
of you is Student A, the other is Student B. Use the expressions below to help you. (p 59)
c. Expected outcomes:
- Students can use expressions for giving and responding to warnings.
d. Organisation
Teacher’s & Students’ activities Contents

178
Task 1: Listen and complete the conversation with the expressions in the box. Then
practise it in pairs. (6 mins)
- Ask Ss if their family have ever used a coal- Answer key
1. D
burning stove for cooking or / and heating.
2. C
- Tell Ss that they are going to listen to a 3. B
conversation between two friends, Jane and Nga, 4. A
about using a coal-burning stove. While listening,
they should complete the conversation with the
expressions they hear.
- Give Ss some time to skim through the
conversation and look for context clues for the
missing expressions. In stronger classes, encourage
them to work out the answers based on the context
clues before they listen.
- Play the recording for Ss to do the activity.
- Check answers as a class. In weaker classes, play
the recording again, pausing after each blank to
confirm the correct answers.
- Put Ss into pairs and have them practise the
conversation.
Useful expressions (5 mins)
- Teacher gives students a list of expressions to Useful expressions
prepare for Task 2 - Giving warnings
● I wouldn’t… if I were you!

● Watch out (for something)!

● I (must) warn you …

● mind your …
- Responding to compliments
● Thanks for (the) warning.

● I’ll be (more) careful (next time).

Thanks.
● Oh, really? I didn’t know that. Thanks
so much
Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Use the expressions below to
help you. (7 mins)
- Tell Ss that the words they used to fill in the gaps Situations:
1. Student A is burning rubbish.
in Activity 1 are part of expressions for giving and
Student B is warning him/her about the
responding to warnings. dangers of open waste
- Ask Ss to read the list of useful expressions and burning to people's health and the
check their understanding. environment.

179
 - Put Ss in pairs and explain the task: to role-play 2. Student B is building a campfire.
conversations like the one in Activity 1 but based Student A is warning him/her about the
on the two situations. Ss should play the roles given risk of starting a forest fire and the
in this activity. health risks.
- Give Ss a few minutes to plan their conversations
before they role-play it (e.g., who will be Student
A, who will be Student B, and have them underline
key words in the task question). Have them write
down some prompts to help them. Encourage them
to swap roles.
- Walk round the class and provide help when
necessary.
- Invite some pairs to role-play their conversations
in front of the class. Praise for good effort,
appropriate use of giving and responding to
warnings and fluent delivery.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.
3. ACTIVITY 2: CLIL - REDUCING THE ENVIRONMENTAL IMPACT OF FARMING
(20 mins)
a. Objectives:
- To help Ss learn about ways to reduce the impact of farming on global warming.
b. Content:
- Task 1: Read the text and tick (✓) the pictures that show ways to reduce global warming. (p.60)
- Task 2: Work in groups. Discuss the following questions. (p.60)
c. Expected outcomes:
- Students understand and can relate what they have learnt about farming and global warming to
their country.
d. Organisation

Teacher’s & Students’ activities Contents

Pre-teach vocabulary (4 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary 1. atmosphere (n)
by pictures. 2. crop (n)
3. deforestation (n)
- Teacher checks students’ understanding and reveals
4. farming (n)
that these words will appear in the reading text and asks
students to open their textbook to discover further.
Task 1. Read the text and tick (✓) the pictures that show ways to reduce global warming.
(6 mins)
- Ask Ss some questions to find out what they already
Questions:
know about the topic.
- Know:
- Ask Ss what they want to know about the topic. Write
Do you think farming causes global
their questions on the board.
warming? Does it harm the
- Put Ss into pairs and have them study the pictures.
environment? Does it emit any
180
 Ask them to tell you what they see in each one. greenhouse gases? Which
- Ask Ss to read the text and tick the pictures that greenhouse gas comes from
illustrate the ways of limiting global warming farming?
mentioned in the text. - Want to know:
- Explain or elicit any new or difficult words, e.g. face Which farming activities contribute
masks, be intended to, coal plants, flooded rice fields. to global warming? How does
In stronger class, encourage Ss to guess their meaning raising farm animals make the
from context. planet hotter? Why can growing
- Check answers as a class by calling on pairs to speak rice heat the earth’s atmosphere?
out or write the answers on the board. How can land-use increase the
- Go back to the questions on the board, i.e. the things global temperature? What has been
Ss wanted to know about the topic. Ask which of the done to reduce the impact of
questions they can answer now and cross them out. farming on global warming?
Assign the rest for homework. Answer key:
1, 4
Task 2. Work in groups. Discuss the following questions. (10 mins)
- Tell Ss to read the text again and list the information Questions:
- What farming activities in Viet
about the farming activities raising farm animals,
Nam do you think have a negative
growing rice, and land-use, which contribute to global
impact on the global temperature?
warming. Ask Ss if these activities in Viet Nam have a
- What do you think are the
negative impact on global warming.
alternatives to those activities?
- Put Ss in groups and give them enough time to discuss
their answers.
- Ask some groups to share their ideas with the whole
class. Praise for good effort, clear pronunciation, well-
structured and interesting answers.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 - Looking back and project.

Period 44
UNIT 5: GLOBAL WARMING
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge

181
- Review the vocabulary and grammar of Unit 5;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 5, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of global warming.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Quiz
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation
Teacher’s & Students’ activities Contents
Quiz (PPT slides) Key:
- Teacher shows the questions about global warming. 1. True
- Questions are shown one by one, the whole class 2. China
compete to answer the questions. 3. 14%
4. Electricity & heat production
- After the game, Ss with the highest point is the winner.
5. 2023
- Teacher leads in the lesson.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)
a. Objectives:
- To help Ss revise sentence stress and rhythm.
- To help Ss revise words and phrases they have learnt in this unit.

182
- To help Ss revise the use of present participle and past participle clauses.
b. Content:
- Pronunciation: Listen and underline the stressed words. Then practise saying the sentences with a
natural rhythm. (p.60)
- Vocabulary: Choose the correct word or phrase to complete each sentence. (p.61)
- Grammar: Rewrite the sentences using present or past participle clauses. (p.61)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

Teacher’s & Students’ activities Contents

Pronunciation: Listen and underline the stressed words. Then practise saying the
sentences with a natural rhythm. (4 mins)
- Ask Ss to work individually. Have them read the Key:
sentences silently and underlining the stressed words.1. Forests are helpful in cooling down
- Play the recording, pausing after each sentence so our planet.
that Ss can listen and check if they have underlined 2. Plants can store a lot of carbon in
the correct words. their roots, branches, and leaves.
- Check answers as a class by asking individual Ss to3. Oceans can also remove carbon from
call out the stressed words in each sentence. the atmosphere and store it.
- Play the recording again for Ss to repeat each 4. Oceans may start releasing the
sentence chorally. If time allows, have Ss practise carbon they store as global
reading the sentences, focusing on sentence stress temperatures rise.
and rhythm.
Vocabulary: Choose the correct word or phrase to complete each sentence. (4 mins)
- Have Ss read each sentence and decide which word Key
best completes it. Make sure that they know all the 1. coal
words. 2. releasing
- In weaker classes, have Ss work in pairs or groups. 3. Renewable energy
- Check answers as a class. 4. fossil fuels
Grammar: Rewrite the sentences using present or past participle clauses. (4 mins)
- Explain to Ss that they are going to review the use Key:
of present and past participle clauses.
1. Being a fіrefighter
- In weaker classes, have Ss review the grammar
2. Frightened by the forest fires
rules in the Language lesson before they do the
3. Flooded with water after the heavy
exercise. If necessary, write the incomplete sentences
rain
on the board and explain the structures.
4. destroying all the wildlife there
- Walk round the class to provide help if necessary.
- If time allows, ask Ss to work in pairs to compare
answers.
- Check answers as a class.
- In stronger classes, ask individual Ss to read the
completed sentences and explain which participle
clause they have used.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)
a. Objectives:
- To provide an opportunity for Ss to develop their communication and collaboration skills, and to
practise reporting survey results in an oral presentation.
183
 b. Content:
Project: What can we do every day to help limit global warming
c. Expected outcomes:
- Students practice working on a project.
d. Organisation

Teacher’s & Students’ activities Contents

Work in groups. Carry out a survey to find out how people in your area are reducing the
negative impact of their daily activities on the environment and trying to limit global
warming. Report your survey results to the class.
- As Ss have prepared for the project throughout the unit, the focus of Students’
this lesson should be on the final product, which is a presentation of presentations
survey results.
- Have Ss work in their groups. Give them a few minutes to prepare for
the presentation.
- Give Ss a checklist for peer and self-assessment.
Explain that they will have to tick (√) appropriate items
while listening to their classmates’ presentation and
write comments if they have any. The presenters should
complete their self-assessment checklist after
completing their presentation.
- If necessary, go through the criteria for assessing their talk to make
sure Ss are familiar with them.
- Invite two or three groups to give their presentations. Encourage the
rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also give
Ss marks for their presentation as part of their continuous assessment.
e. Assessment
- T gives comments and feedback to all the presentations, and awards a prize to the group which has
the most votes.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 6.

Period 45: REVIEW 2

Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 4-5.
184
 - Review the vocabulary and grammar they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Review 2
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may find the lesson boring due - Encourage students to work in pairs and in groups
to a large number of language so that they can help each other.
exercises. - Provide feedback and help if necessary.
- Explain expectations for each task in detail. Have
Some students will excessively talk in excessive talking students practice.
the class. - Continue to explain task expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Name ASEAN countries
c. Expected outcomes:
- Students can recall the previous knowledge and develop interest in the lesson
d. Organisation
Teacher’s & Students’ activities Contents
Name ASEAN countries
- Teacher asks Ss to work in 4 big groups.
- Teacher gives each group a set of pictures of
ASEAN countries’ flags.
- Students work in groups and write the name of
the countries.
- The fastest group with correct answers will be
the winner.
e. Assessment
- Teacher observes the groups, listens to Ss’ answers and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (10 mins)
a. Objectives:

185
- To check if Ss can identify word stress and sentence stress, and provide further pronunciation
practice;
- To check if Ss can identify words with elision and provide further pronunciation practice.
b. Content:
- Task 1: Read the following sentences. Underline the stressed words in each one. Then mark the
stressed syllables in these words. Listen and check. (p.62)
- Task 2: Underline words with elisions in the following sentences. Listen and check. (p.62)
c. Expected outcomes:
- Students can revise different aspects of pronunciation learnt in Unit 4 and 5.
d. Organisation:
Teacher’s & Students’ activities Contents
Task 1: Read the following sentences. Underline the stressed words in each one. Then
mark the stressed syllables in these words. Listen and check. (5 mins)

- Teacher asks Ss to read the sentences, underline Answer key:

1. The earth is ‘getting ‘warmer and
the stressed words and then mark the stressed
‘warmer.
syllables.
2. There will be more floods and storms in
- Teacher has Ss work in pairs to compare their
the ‘coming years.
answers.
3. ‘ASEAN has helped its ‘members to
- Teacher plays the recording for Ss to listen and
a’chieve eco’nomic growth.
repeat and check their answers. 4. The ‘burning of coal and oil re’leases a
- Teacher checks answers as a class. Write the lot of ‘carbon di’oxide into the air.
marked sentences on the board, if necessary.
Task 2: Underline words with elisions in the following sentences. Listen and check. (5 mins)

- Teacher asks Ss to read the sentences and Answer key:

5. The young ASEAN leaders had many
underline the words with elision in each one.
diff(e)rent ideas.
- Teacher plays the recording for Ss to listen and
6. It’s very easy to use digital cam(e)ras.
repeat and check their answers.
7. She’s giving a talk about the hist(o)ry of
- Teacher calls on some Ss to write their answers
choc(o)late.
on the board.
8. We’ll have our discussion on ASEAN in
- Extension: Put Ss in pairs and ask each pair to
the libr(a)ry t(o)night.
think of at least 3 sentences and write them down
on a piece of paper. Then the pairs take turns to
read out their sentences. Have the rest of the
class write down the sentences, and mark the
sentence stress and any words with elision.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: VOCABULARY (10 mins)
a. Objectives:
- To check if Ss can understand and use topic-related words and phrases from Units 4 and 5 in
meaningful contexts.
b. Content:
- Task 1. What are the missing letters? Complete the sentences using the pictures to help you.

186
The first sentence is done for you. (p.62)
- Task 2. Complete the sentences using these words and phrases. (p.63)
c. Expected outcomes:
- Students can complete the tasks on vocabulary.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. What are the missing letters? Complete the sentences using the pictures to help
you.
The first sentence is done for you. (5 mins)
- Teacher asks Ss to work individually, then compare answers in Answer key:
2. emissions, deforestation
pairs. Encourage them to use the pictures as clues.
3. fossil fuels, greenhouse
- Teacher checks answers as a class. Call on individual Ss to
gases
spell the words or write them on the board.
- Extension: Play a game to revise other key words Ss have
learnt in Unit 5, e.g., coal, waste, carbon, global warming.
Have a volunteer come to the front. Whisper one of the words
into his / her ear and have the student draw the word on the
board or mime it. In weaker classes, ask the student to write
the first two or three letters on the board. Ask the rest of the
class to make guesses. Give a point to the first student who
correctly calls out the word. Continue with other words until
all Ss have a go. The winner is the student with most points.
Task 2. Complete the sentences using these words and phrases. (5 mins)
- Teacher has Ss work in pairs. Tell them to read the sentences
carefully and decide which word or phrase can be used to Answer key:
1. current issues
complete each of the sentences. Explain that they have to use
2. greenhouse gas
context clues to decide on the suitable word or phrase.
3. leadership skills
- Teacher reminds Ss that they have learnt these words or
4. contribution
phrases in Units 4 and 5
5. Pollutants
- Teacher checks answers as a class and has Ss call out the word
or phrase they have chosen for each sentence first.
- Teacher then asks individual Ss to read the whole sentences.
Confirm the correct answers.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: GRAMMAR (20 mins)
a. Objectives:
- To check if Ss can use gerunds, to-infinitives and present participle clauses
- To check if Ss can use gerunds and participle clauses.
b. Content:
- Task 1: Put the verbs in brackets in the correct forms. (p.63)
- Task 2: Rewrite the sentences using gerunds or participle clauses. (p.63)

187
- Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then correct
it. (p.63)
c. Expected outcomes:
- Students can do the given tasks on grammar.
d. Organisation

Teacher’s & Students’ activities Contents

Task 1: Put the verbs in brackets in the correct forms. (6 mins)
Answer key:
- Teacher quickly reviews when gerunds, to-infinitives and
1. buying
present participles are used. In stronger classes, elicit the
2. Feeling
uses from Ss and ask them to give you some examples.
3. to reduce
- Teacher asks Ss to complete the sentences with the correct
4. wearing
form of verbs in brackets.
5. to work
- Teacher answers as a class and ask Ss to identify the verb
forms: gerunds, to-infinitives or participles.

Task 2: Rewrite the sentences using gerunds or participle clauses. (7 mins)

Answer key:
- Teacher has Ss work in pairs. Tell them to read the
1. Used in this way
sentences carefully and decide which word should be used
2. Going on the ASEAN tour
to complete each sentence.
3. Cutting down the trees
- Teacher calls on Ss to read their complete sentences.
4. Warmed by the Sun
Confirm the correct answers with the whole class.
5. preparing the guest list

Task 3: Circle the underlined part that is incorrect in each of the following sentences.
Then correct it. (7 mins)
- Teacher has Ss work individually. Tell them to read each Answer key:
sentence carefully and decide which option is incorrect. 1. C → collecting
- Teacher calls on Ss to share their answers in pairs. 2. C → injuring
- Teacher checks as a class and confirms the correct 3. A → Embarrassed
answers. For weaker classes, ask Ss to correct the mistakes 4. B → getting
in each sentence. 5. B → cheered

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Review 2 - Skills (1)

Period 46: REVIEW 2

188
 Lesson 2: Skills (1) - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise listening for general ideas and specific information
- Use the learnt ideas and language to discuss and practise problem-solving skills
2. Core competence
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn
Assumptions
Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.
Have excessive talking students practise.
- Continue to explain task expectations in
small chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
d. Organisation

Teacher’s & Students’ activities Contents

Watch a video Link:
- Teacher asks Ss to watch a short video and try to https://www.youtube.com/watch?
remember the information in the video. v=7qQ0fDOOYxk
- After Ss listen, teacher shows the questions one by Suggested answers:
one. 1. Global warming and abnormal
- Ss raise their hands to grab the chance to answer. weather such as torrential rain and

189
 - T checks if the answers are correct or incorrect and drought.
leads in the lesson. 2. (One of the main causes of
Questions: global warming is) CO2
1. Which environmental problems are mentioned in the 3. Three main ways:
video? + Fully mastering combustion
2. What is one of the main causes of global warming? technology to completely burn fuel
3. What can be done to reduce CO2 emissions?
+ Convert unused energy into
electricity
+ Optimize thermal control
e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: LISTENING (18 mins)
a. Objectives:
- To practise listening for main ideas
- To practise listening for specific information
b. Content:
- Task 1. Listen to a conversation between Nick and Ann. What are they talking about?
- Task 2. Listen again. Decide whether the following statements are true (T) or false (F).
- Extra activity
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and reorder the key information.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Listen to a conversation between Nick and Ann. What are they talking about?
(8 mins)
- Teacher focuses Ss’ attention on the picture and asks them what it Answer keys: B
shows, e.g., it shows that people can reduce CO2 emissions by
recycling and using green energy such as solar and wind power.
- Teacher tells Ss that they are going to hear a conversation between
Nick and Ann. Ask Ss to look through the list of topics and guess
what the two friends are going to talk about. Encourage them to note
down their guesses in their notebooks.
- Teacher calls on some Ss to share their predictions.
- Teacher plays the recording for Ss to listen for the first time and
check if their guesses are correct.
- Teacher confirms the correct answer. Ask Ss to give the clues that
help them work out the answer, e.g., words which are repeated many
times in the recording such as greenhouse gases, CO2, reduce…
- For weaker classes, provide some strategies for listening for the main
idea if Ss can’t find the answers after the first time of listening such
as: listen to the keywords, the first sentences in the conversation,
linking words…
Task 2. Listen again. Decide whether the following statements are true (T) or false (F). (10
mins)
- Teacher asks Ss to look at the sentences, and underline the keywords
Answer keys:
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 1. F
(e.g.,1: planet, not warm, as usual; 2: Methane, increase, population
2. T
growth; 3: emissions from cows, changed, usable energy; 4:
3. T
scientists, green oceans, reduce, CO2; 5: NZT project, involves,
4. F
transport, storage, CO2).
5. T
- Teacher plays the recording and has Ss write down their answers.
- Teacher has Ss work in pairs to compare their answers.
- Teacher checks answers as a class.
- In weaker classes, play the recording again, pausing after the clues.
In stronger classes, ask Ss to provide the clues for their answers, e.g.,
Statement 1 is false. Nick says, ‘the winter is not as cold as usual’ and
Ann responds agreeing to him, ‘Yep, our planet is getting warmer’.
Task 3. Extra activity (6 mins)
- Teacher puts Ss into groups. Students’ own ideas
- Teacher plays the recording and has them take notes. and presentations
- Teacher gives groups a few minutes to discuss and plan their talks
about ways to reduce greenhouse gas emissions.
- Teacher invites some groups to present their talks in front of the
class.
- Teacher praises groups whose talks include correct facts and all the
points.
e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: SPEAKING (20 mins)
a. Objectives:
- To give Ss an opportunity to use the ideas and language from the Listening in a group discussion
and practise problem-solving skills.
b. Content:
- Work in groups. Discuss the technologies can be used in Vietnam.
c. Expected outcomes:
- Students come up with good ideas and are able to decide on the most important things that will
help people to live a long and healthy life in the cities of the future.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Work in groups. Discuss if the following technologies mentioned in the Listening
can be used in Viet Nam. Think about how they can help slow global warming. (9 mins)
- Teacher asks Ss to recap the technologies mentioned in Example:
A: I think turning methane
the Listening. If necessary, write the three points on the
emissions from cows into energy is
board and have Ss add more details related to each one.
a great technology and it can be
- Teacher asks Ss to work in groups of 3 or 4 to share applied in Viet Nam. This will help
their ideas. Remind them of the useful expressions in Unit save the local environment and
4, page 47 and ask them to refer to the technologies listed provide more energy sources to
on the page. the people in those areas.
- Teacher walks round the class and gives support if B: I agree with you. There are
necessary. Encourage them to use the suggested useful more dairy farms in Viet Nam now
expressions from Unit 4, page 47. as the demand for milk and beef

191
 - Teacher invites some groups to present a summary of has increased. I also think that
their discussion to the class. Encourage the rest of the growing plants in the ocean is
class to ask questions. worth trying. Our country has a
- Teacher praises for good effort, interesting ideas and long coastline.
fluent delivery. A: Yes, you're right. These
underwater green carpets will help
remove carbon from the
atmosphere and limit global
warming.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Skills - Reading and Writing.

Period 47: REVIEW 2

Lesson 3: Skills (2) - Reading and Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for the main idea and specific information
- Practise writing a proposal for a youth event
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn
Assumptions
Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in detail.

192
 class. Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Picture description and brainstorming about going green.
c. Expected outcomes:
- Students can describe a picture and discuss ways to go green.
d. Organisation
Teacher’s & Students’ activities Contents
- Teacher shows a picture to all students Suggested answers:
- cycling or going to school or work
- Teacher asks Ss some question: by public transport
+ What can you do to go green? - planting trees
- Ss’ answer and deliver the task.? - organising clean-up events in the
- Teacher asks each group to report their ideas. community
- Teacher corrects the answers and gives feedback. - recycling plastic products
- turning off the devices when not in
use
- reducing the use of fossil fuels

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: READING (16 mins)
a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the text and choose the best title for it.
- Task 2. Read the text again and answer each question below with no more than three words.
c. Expected outcomes:
- Students can identify the main ideas as well as specific information of the reading passage.
d. Organisation
Teacher’s & Students’ activities Contents
Task 1. Read the text and choose the best title for it. (1-3) (6 mins)
Answer keys:
- Teacher has Ss read the three options first.
- Teacher then asks Ss to read the whole text once to get an overall B
idea.
- Teacher puts Ss into pairs to do the activity. Remind them to pay
attention to the first sentences of two paragraphs, which help them to
find the answer. (ASEAN Youth Forum (AYF) is a programme for
young people in ASEAN…; AYF has had meetings in all ASEAN

193
 countries…)
- Teacher checks answers as a class. Explain why option A and C are
wrong (option A is about activities in ASEAN and option C is about
the forum of ASEAN while the whole text is about ASEAN Youth
Forum)
Task 2. Read the text again and answer each question below with no more than three
words. (10 mins)
- Teacher asks Ss to read the questions and underline the key words
in the questions. Answer keys:
- Teacher checks whether Ss have got the right key words (e.g., 1. 1. sustainable and
caring
What kind, community; 2. What, AYF, hold; 3.; where, online
2. meetings and
conversations; 4. Which countries, had meetings; 5. What, AYF
workshops
conference, aim).
3. Youth: Open Space
- Teacher tells Ss to read through the text to locate the answers.
4. all ASEAN
Remind them to answer each question with no more than THREE
members
words.
5. regional unity
- Teacher calls on some Ss to write their answers on the board.
- Teacher checks answers as a class.
Extension: Put Ss into pairs. Ask each pair to prepare two
incomplete sentences based on the reading text and write them on
cards or pieces of paper, e.g., AYF is _____ for young people in
ASEAN. Collect the cards, shuffle them and spread them, face down,
on a table in front of the class. Have Ss close their books. Invite pairs
to take turns to come to the table and turn over a card. They should
read the sentence and try to complete it. Give pairs a point for each
correct completion. If their answer is wrong, call another pair to give
their answer.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class give feedback on their friends’ performance.
3. ACTIVITY 2: WRITING (21 mins)
a. Objectives:
- To help Ss practise writing a proposal.
b. Content:
Write a proposal (120–150 words) to Youth: Open Space for a youth event to slow climate change
in ASEAN countries.
c. Expected outcomes:
- Students develop writing skills on the given topic. They are able to complete a proposal and give
feedback on their friends’ work.
d. Organisation
Teacher’s & Students’ activities Contents
Write a proposal (120–150 words) to Youth: Open Space for a youth event to slow
climate change in ASEAN countries.
- Teacher explains the context: Ss are going to submit a proposal Sample answer:
to the organisation that they have read about in the reading text
above.

194
 - Teacher tells Ss that they can use the suggested ideas and outline
in the box. Remind them to pay attention to word choice, linking
words, sentence structures and punctuation.
- Teacher gives Ss enough time to complete their proposals. Walk
around the class and offer help.
- In stronger classes, encourage them to use their own ideas. In
weaker classes, read the sample answer below and write some key
words from it as prompts on the board.
- Teacher calls on some Ss to read their paragraphs to the class.
Encourage the rest of the class to ask questions or make
comments.
- Teacher collects Ss’ proposals to mark and provide written
feedback in the next lessons.

Sample answer:
Title: ASEAN GREEN WEEK
To: Youth – Open Space
Time: The first week of August/ every year
Prepared by: Students from Chu Van An High school
Introduction: Climate change is a serious problem in ASEAN because it is
one of the regions most affected by it. We’d like to organise an
ASEAN Green Week to help limit climate change in ASEAN
Event summary: countries.
The event will take place in all ASEAN member countries
during the first week of August. The young people in ASEAN
will be the main participants in this event. They will take part in
activities such as cycling or going to school or work by public
Goals and benefits transport, planting trees and organising clean-up events in the
community.
This event aims at reducing the amount of carbon dioxide,
which is the main cause of global warming, and raising young
people’s awareness of environmental protection in ASEAN. It
Conclusion will help ASEAN countries adopt healthier lifestyles and live in
a cleaner environment.
We really hope you will consider our proposal as we think that
climate change is a pressing issue in ASEAN that needs to be
solved as soon as possible.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson: Revision

195
 Period 48
REVISION FOR THE FIRST SEMESTER TEST
I. OBJECTIVES:
1. Knowledge, skills, attitude:
- Knowledge:
- Revise the language and skills Ss have learnt and practised in Units 1 - 5.
- Check their knowledge and ability to have a suitable adjustment.
- Practice more with the exercises.
- Skills: Integrated skill
- Attitude: Students are aware of the importance of revising the old knowledge and preparing the
lessons before going to school
2. Orientation towards students’ competency development:
- Know how to test their knowledge and ability.
- Develop their further skills: skill of working in pairs or groups …
- Self- learning and self- evaluation
II. PREPARATION OF TEACHER AND STUDENTS:
1. On the teacher’s part: textbook, lesson plan, pieces of papers, cassette.
2. On the students’ part: new words and read the lesson in advance
III. TEACHING PROCEDURES:
1. Stabilization (1m)- Make greeting
- Check students’ attendance
2. Formerly assigned assignments check-up - (no)
3. Classroom activities
A. START/ WARM UP ACTIVITY: (3ms)
Aims of the Lesson content & techniques for Expected products &
activity organising students’ learning activities assessment of student work
Helps Ss feel Play a game bingo
excited and - Asks sts write 9 grammar points in 3
interested in columns and rows
the lesson. - T names grammar points that sts have then
they will cross it. Any sts who has 3 straight
crosses first must say bingo and then
becomes the winner.

196
 B. KNOWLEDGE FORMATION ACTIVITIES: (5ms)
INTRODUCTION ABOUT THE FORM OF THE FIRST SEMESTER TEST
Expected products &
Aims of the Lesson content & techniques for organising
assessment of student
activity students’ learning activities
work
To help Ss - Introduce students about the form of the first Students understand the
practice some semester test. lesson
skills (reading - T reminds ss of the tips to do this kind of task
and listening) quickly

C. PRACTICE ACTIVITIES: (5ms)

PART 1: PRONUNCIATION
Expected products &
Aims of the Lesson content & techniques for
assessment of student
activity organising students’ learning activities
work
Helps Ss practise - Asks the sts to do the exercise carefully - Assessment can be
skills - Ss do this activity individually. made through Ss’
- Then asks Ss to compare their answers with a presentation.
partner.
- Ss compare their answers with a partner.
PART 2 . GRAMMAR
B. KNOWLEDGE FORMATION ACTIVITIES: (2ms)
Expected products &
Aims of the Lesson content & techniques for organising
assessment of student
activity students’ learning activities
work
To help students - Asks sts to recall all the grammar points
to remember the
theory
C. PRACTICE ACTIVITIES: (7ms)
Expected products &
Aims of the Lesson content & techniques for organising
assessment of student
activity students’ learning activities
work
To get Ss to ACTIVITY : VOCABULARY, Students are able to use
practise more EXPRESSIONS, GRAMMAR AND their own knowledge to
STRUCTURES choose the corect

197
 - Gets students to work in groups and try to find answer and explain for
the best answer their choices
- T calls some sts and has them explain their
choice.
PART 3 . WRITING
C. PRACTICE ACTIVITIES: (10ms)
Expected products &
Aims of the Lesson content & techniques for organising
assessment of student
activity students’ learning activities
work
To help Ss 1. Rewrite the following sentences HANDOUT
practice writing - Asks students to do exercise in appendix + Ss have something in
skills - Corrects the writings as a whole mind about the language
2. BUIDING SENTENCE courses
Use the words to make sentence + Ss are assessed through
- Techniques: individual work. their presentation.
- Content:
- T elicits the use of the to infinitive.
- Some Ss tell the whole class the use of the to
infinitive
- T has Ss do this activity individually in 2’.
- Ss do the exercise
- T asks Ss to compare their answers with a
partner.
- T asks a Ss to write his/her sentences on the
board.
-Ss write his/her sentences on the board.
- T checks Ss’ answers with the whole class.
PART 4 . READING
C. PRACTICE ACTIVITIES: (4ms)
Aims of the Lesson content & techniques for Expected products &
activity organising students’ learning activities assessment of student work
- To develop ACTIVITY: Read the passage below Improve Ss’s skill of getting
students’ ability and choose the best answer (A, B, C or information
in guessing D) to each question (Appendix) HANOUT
word meaning - Gets students to do the task individually.

198
 in context and - Asks them to share the ideas with their
helps them friends.
know some new - Checks answer as a class, and encourages
words about Ss to justify their choices by referring to
Jobs. the relevant information in the reading text
D. APPLICATION AND EXTENSION ACTIVITIES: (4ms)
Aims of the Lesson content & techniques for Expected products &
activity organising students’ learning activities assessment of student work
To enable - Techniques: explanation, pair - work - Ss can link
students to use - Content: - Assessment can be made
the words in - Ss do this activity individually. through Ss’ presentation.
context. - Then asks Ss to compare their answers
with a partner.
- Ss compare their answers with a partner.
- T writes the sentences on the board and
asks Ss to practise reading the sentences
aloud.
E. HOMEWORK: (4ms)
- Asks sts to:
- do exercises in the notebooks.
- study the structures carefully.
- Prepare the next lesson (Revision)

Period 49
The 1st final test
A. Aims and objectives:
- To check Ss’ understanding.
- To give marks.
- By the end of the lesson, students will be able to:
+ Revise all the language skills and grammatical points which they have studied and used in
units: 1,2, 3,4 and 5.
+ Improve their techniques of doing the simple tests
+ Improve their knowledge through the test.
B. Preparations:
- Teacher: Sheets of papers and written tests.
- Students: Pens, erasers
C. Language focus:

199
* Phonetics:
- Stress
- Pronunciation
* Vocabulary:
* Listening:
* Reading:
* Grammar:
* Writing:

Ngày ……….. tháng ……….. năm 2024

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